REPORT 



OF 



THE SURVEY 



OK 



The Public School System 



OF 



Hackensack, New Jersey 



BY 

George Drayton Strayer, Professor of Educational Administration, 
Teachers College, Columbia University, New York City, 

AND 

N. L. Engelhardt, Professor of Education, 
Teachers College, Columbia University, New York City. 



JUNE, 1921 






npHis SURVJE^Y of the school system of Hackensack was pre- 
-■- pared for the Board of Education at the request of the 
Board of Education and the Supervising Principal, Mr. William 
E. Stark. The survey was made under the direction of Dr. 
George Drayton Strayer, Professor of Educational Adminis- 
tration, Teachers College, Columbia University, New York City, 
and Dr. N. L. Engelhardt, Professor of Education, Teachers 
College, Columbia University, New York City. They were as- 
sisted in the work by Messrs. Guy C. Gamble and J. H. Hoist, 
Associates in Educational Administration, Teachers College, 
Columbia University, and by Messrs. N. H. Dearborn, R. M. 
Magee, C. H. Thurber and J. W. Twente, students in graduate 
courses in Educational Administration in Teachers College, 
Columbia University. 



APR 24 19?^ 

WVfSMMsi OF nnc"!"''^'"*'"? 



(2) 



INTRODUCTION 



HackEnsack has an exceedingly well administered school 
system. Economy of management as far as it is con- 
sistent with securing good results is in evidence at every turn. 
Hackensack's children are being well taught and well trained and 
Hackensack's educational program is being as consistently ad- 
vanced as constructive management, costs and the necessary 
experimentation will permit. 

The direction of the public school afifairs of this city is in the 
hands of an intelligent and interested Board of Education, 
which has very creditably performed its functions. 

The adequacy of the training and experience of the supervis- 
ing principal is evident in the success which is being achieved in 
every phase of administration and supervision. 

The school plant has been efficiently planned and is exceedingly 
well maintained. 

The detail of care observed in the management and control of 
school buildings, so that the comfort, safety and health of every 
child are adequately conserved, speaks well for the principals and 
the caretakers of the school buildings. 

The school plant is overcrowded and the community must give 
its approval for the development of a school building program 
looking fifteen and twenty years into^ the future. 

The teaching staff has been well chosen. Their training and 
experience are securing for Hackensack's children most adequate 
results. 

The measurement of the achievements of children through 
standard tests shows that classroom instruction is such as to 
maintain very high standards. 

Through observation of classroom teaching, it is clear that 
Hackensack children are being well trained not only in the formal 
subjects, but also in the qualities which tend toward good man- 
hood, good womanhood and good citizenship. 

(3) 



4 The Hackknsack Schools. 

Hackensack's teachers are being well paid as compared with 
other communities of similar size, but Hackensack's problem is 
tO' keep its well trained teachers against the greater inducements 
that are being offered by other larger metropolitan and suburban 
centers. 

Hackensack's teachers are professionally-minded. They have 
kept in touch with modern educational developments and have 
incorporated those theories and ideals into their own practice 
where they have deemed it possible and desirable. 

One of Hackensack's great problems lies in the needs of the 
children who transfer from other school systems to the local 
school system. Children who spend their educational lives in the 
Hackensack schools progress more rapidly than these other chil- 
dren. 

The organization of education in Hackensack recognizes the 
need for variation in curriculum and in promotion to meet the 
needs of individuals. 

Every part of the educational program advanced in Hacken- 
sack stands as an approved part of a modern school system and 
is in keeping with the progress that is being made in the other 
progressive cities in the United States. 

The cost of education in Hackensack is high but not excessive. 
Hackensack's school system will rank among the foremost in the 
United States. In order to maintain this high standard Hack- 
ensack must continue to pay for the high cost of education. 

The citizens of Hackensack may rest assured that their money 
is being spent wisely and will continue to be spent wisely under 
the direction and the management of the present Board of Edu- 
cation and its supervising principal. 

GEORGE D. STRAYER, 
N. L. ENGELHARDT. 

August 31st, 1 92 1. 



TABLE OF CONTENTS 



Part I. — The Administration oe the Hackensack School System. 

Part II. — School Buildings. 

Part III. — The Measurement oe the Classroom Achievements oe 
Children. 

Part IV. — Classification and Progress oe School Children. 

Part V. — The Teaching Staee — The Quality oe Instruction and the 
Course oe Study. 

^art VI. — The Cost oe Education in Hackensack. 

Part VII. — Appendix.* 



* The Appendix, consisting of tables and charts giving detailed facts in regard to the 
individual schools of the Hackensack system, is not included in the printed report but is 
filed in the office of the Board of Education. 



(5) 



The Administration 



OF 



The Hackensack School System 



(7) 



CONTENTS 



The Administrative Organization, 9 

Buildings and Grounds, 14 

Office Management, 15 

Records and Reports, I5 

Annual and Monthly Reports, 16 

School Manuals, 17 

The School Budget and School Accounting, 17 

Statistical Studies, 18 

Supplies and Text-Books, 18 

Attendance and Health, I9 

The School Building Program, 19 

CHARTS 

PACE. 

Chart I. — Organization of Hackensack Public Schools, 12 

MAPS 

Map No. I.— Map of Hackensack, N. J., Showing Location of 

Schools, 21 



(8) 







The Administration of the Hackensack 
School System 



The administration of schools in Hackensack is of such a high 
order as to place this school system among the best adminis- 
tered school systems in the United States. In all matters of over- 
head management the Survey Commission has foimd the work 
done in a most satisfactory manner. The selection. of an ex- 
ceptionally strong teaching staff is proof of a high degree of 
professional skill and a thorough knowledge of professional 
requirements on the part of the supervising principal. The pro- 
visions made in the school plant, the types of equipment and the 
care and thoroughness used in maintenance of buildings and 
grounds, the office management and office records, the reports 
presented by the executive officer to the Board of Education, the 
method of handling supplies and text-books, the professionally 
prepared courses of study and the excellent school manuals are 
some of the many elements of the administrative work which 
tend to place Hackensack among the best school systems. The 
co-operation of the Board of Education with the supervising 
principal, the intelligent attitude and keen interest of the Board 
of Education in the school program and the training and experi- 
ence of the supervising principal are the significant elements 
which have brought about the desirable conditions found in 
Hackensack by the Survey Commission. 

The very detailed studies made by the Survey Commission 
have covered fields in which the supervising principal and the 
other principals and teachers have been doing very extensive 
work. None of the real problems in modern education have been 
left untouched by the present school staff. Wherever the Sur- 
vey Commission turned for information and the necessary sta- 
tistics the facts were available in large measure, due to the care- 
ful analyses of school problems which have been made under the 
direction of the present administration. The reports in special 
fields which are incorporated in this survey and which cover the 

(9) 



lO The TiACKTiNSACK SCHOOI.S. 

most important phases of the school problem bear out these con- 
clusions of the Survey Commission. The conclusions drawn 
are in high degree complimentary tO' the local school system. 
Suggestions have been made for improvement at various points, 
but these suggestions concern details of problems rather than 
entire problems themselves. The Survey Commission has wel- 
comed the opportunity of making a study in a school system 
where there has been so much to commend and so little to con- 
demn. 

In Chart No. i will be found the organization of the Hack- 
ensack p'ublic schools as it exists to-day. The Board of Edu- 
cation operates through the agency of five standing committees 
which are assigned specific problems. The work of these stand- 
ing committees has been satisfactory to a large degree in the 
past. If, however, the functions performed by these commit- 
tees were analyzed in detail, the same conclusion would no doubt 
be reached which has resulted from similar studies, namely that 
these committees were in certain measure duplicating the work 
of the administrative officers or of the Board of Educaiion meet- 
ing as a whole. It is reasonable to expect that in a school system 
of the size of Hackensack the Board of Education could func- 
tion properly with the reduction of its standing committees to 
either two or three. It may be desirable to retain such commit- 
tees as the Committee on Teachers, the Committee on Buildings 
and Grounds and the Committee on Finance. This is a detail in 
organization which is, after all, of slight importance in a school 
system which is doing its work as well as it is being done in 
Hackensack. The other relationships established on this chart 
are those which are sanctioned by the most thorough students of 
educational administration to-day. A somewhat similar chart 
has been included in the Manual of September, 1920. It is of 
extreme value to place a chart of this kind where teachers can 
constantly be kept in touch with the relationships that the Board 
of Education sanctions between itself and its of^cers. 

The good results accomplished in Hackensack are in no slight 
measure due to the fact that the Board of Education has recog- 
nized the supervising principal as its chief executive officer and 
is holding him responsible for the administration and supervision 



The Hackensack Schools. ir 

of the school system. In other words, Chart No. i does not 
represent a mere situation that is to be desired, but represents 
the working relationships that have been established in Hack- 
ensack. 



12 



Ti-TK Hackensack Schools. 



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The Hackensack SchooivS. 13 

As indicated in the section on the teaching staff, the Survey 
Commission feels that an exceptionally strong staff of teachers 
has been assembled in all of the different schools in Hackensack. 
The member of the staff who congratulated herself on "teach- 
ing in a modern school system" appreciated fully the inspiration 
and pleasure which come from working with a group of teachers 
who are professionally-minded and who are constantly endeav- 
oring to improve their social status. The "Teachers' Manual" 
of September, 1920, indicates the attitude of the administration 
toward the professional advancement of teachers while in service. 
The following paragraph is an excerpt from this manual : 

"All teachers are expected to take advantage of op- 
portunities for professional growth. Reading of books 
and articles on educational subjects, attending educa- 
tional meetings, participating in the activities of pro- 
fessional associations, visiting other schools, taking 
educational courses, studying school problems, taking 
part in community enterprises, and gaining information 
about places, people and institutions outside the imme- 
diate school environment, are all recognized as con- 
tributing to the efficiency of a teacher. Voluntary 
work of this sort is likely to be of more value than that 
which is done merely because it is required. The mini- 
mum requirements stated in connection with the salary 
schedule are intended to stimulate the efforts of such 
teachers as may find it difficult to direct their profes- 
sional growth." 

The report on the teaching staff indicates that most of the 
elements mentioned in this paragraph have become instrumental 
in the further professional development of teachers. The teach- 
ers themselves show a keen desire to accept the opportunities 
which the Board of Education thus makes available for them and 
demonstrate by their classroom work and the kind of tasks in 
which they engage that there is little stagnation within the school 
system. Teachers are put in contact with the latest professional 
progress, are trained to analyze their own problems in terms of 
the more modern developments, are constantly weighing values 
and selecting those which are most worthy of incorporation in 
the Hackensack system. It is to be hoped that the program in 
Hackensack will always permit of this definite professional ad- 



14 The Hack}i;nsack Schooi.s. 

vancement while in service, the value of which can never be 
reckoned in dollars and cents. 

In the light of these opportunities which prevail in the local 
school system, it is unfortunate that there is such a large turnover 
in the staff because of the demands made upon the local school 
system by school systems which offer greater inducements. At 
the opening of the school year — 1920^ — forty new members were 
added to the staff. This is a large turnover for a school system 
which invests as much as Hackensack does in the training of its 
teachers. The following paragraph taken from the March, 1921, 
report of the supervising principal embodies the attitude of the 
Survey Commission toward this particular problem: 

"More than half of the members of the staff have 
joined us within about two years. This rapid change 
in the personnel of the teaching corps introduces a very 
difficult problem. The development of ideals, of mutual 
understanding needed for effective co-operation and 
mastery of the course of study best adapted to our 
schools is a matter of slow growth. When a teacher 
leaves who has grown intO' the system, who has had 
the benefit of the advice and direction of admiinistrative 
officers, and has shared in the conferences on the aims 
and methods which the system has been gradually 
building up, he carries with him a part of the life blood 
of the institution. It takes time tO' repair the loss. If 
the changes come very frequently, it is almost impos- 
sible to avoid loss of power which has cost years of 
effort. It is of the highest importance, therefore, that 
we do everything possible tO' retain the teachers who 
have shown themselves to be valuable members of our 
corps. To do this we shall have to keep our standard 
of salaries at a level as high as that of other progres- 
sive communities." 

BUILDINGS AND GROUNDS 

The supervision of buildings and grounds has been of such a 
nature as to maintain these plants in a very satisfactory state of 
repair. Apparently the minutest detail has been given and is 
being constantly given consideration. The buildings are exceed- 
ingly clean, the walls are well decorated, the grounds are taste- 



The Hackensack Schools. 15 

fully adorned and kept free from papers, refuse and other ob- 
jectionable materials; the equipment shows the best of care; the 
service systems are well maintained; and those rooms w^hich are 
most difficult to keep in good condition, namely the lavatories, 
were found to be uniformly satisfactory. The rules and regula- 
tions prepared for the caretakers of the school buildings are 
definite and complete. Apparently Hackensack has succeeded 
in accomplishing what few other school systems have done, 
namely, selecting a satisfactory care-taking personnel and main- 
taining their services at a high degree of efficiency. Such a detail 
as the daily reporting by the janitorial staff concerning the con- 
dition of the doors at the fire exits and of the fire exits them- 
selves, has not been considered too burdensome in order to assure 
that every measure has been taken to provide for the safety of 
school children. This is a measure which may well be imitated 
by other school systems where this problem, has received a mini- 
mum of attention. 

O'E-EICE MANAGEMENT 

The office of the Board of Education and the supervising prin- 
cipal may be considered a modern business office. It is the type 
of office which is recognized as necessary where modern busi- 
nesses expect to develop a high degree of efficiency. The Survey 
Commission found available in this office the data which were 
necessary in order to thoroughly analyze the functioning of the 
school system. It was evident that a continuing survey was being 
conducted by the supervising principal and his staff so as to keep 
them in touch with the needs of the school system itself. The 
Board of Education can feel assured that the money that has 
been spent in office files and office devices is being utilized to a 
very constructive end in the local school system. 

RECORDS AND REPORTS 

The administrative officers in Hackensack have fully recog- 
nized the importance of an adequate system of records and re- 
ports. Every teacher is brought in close contact with this system 



i6 The Hackensack vSchools. 

when she jfirst becomes a member of the staff, through the agency 
of the "Teachers' Manual." The essential data for pupil records 
and a very satisfactory organization of the reporting system 
between teachers and officers of the school system are commend- 
able features. That the records which are maintained in the 
school system with considerable cost in time and in energy are 
effectively used is very clear from the annual reports which have 
been submitted by the supervising principal to the Board of 
Education and the public of Hackensack. 

ANNUAL, AND MONTHLY REPORTS 

Printed reports of the activities of the school system during 
the incumbency of the present chief executive show how wisely 
the recording and reporting system has been utilized for the pur- 
pose of building a consecutive educational program. These 
reports include essential data on classification, promotion and 
progress of school children with recommendations which ap'- 
parently are only made on the basis of data carefully collected 
and with discussions of the work that has been attempted in the 
schools and the results that have been achieved. The reader who 
desires to familiarize himself with the progress that has been 
made in the Hackensack schools will profit by reading the annual 
reports in the order in which they have been issued. The con- 
secutive nature of the program and the degree to which the 
recommendations that have been made coincide with the rec- 
ommendations of the Survey Commission soon become apparent. 

The change which has been made from the annual report to a 
report which is issued monthly or at periods during the year is 
one that is in keeping vv'ith the changes which are taking place in 
school publicity throughout the United States. Because of the 
progress that is being made in educational methods and because 
of the insistently greater demand that is being made upon the 
school system by the fathers and mothers of the boys and girls, 
it becomes most desirable to keep the patrons and citizens in close 
touch with the schools through the channel of a "house-organ" 
or school publication issued frequently during the year by the 
Board of Education. It is interesting to note that in this field 
Hackensack is keeping in touch with the progress elsewhere. 



The Hackknsack Schools. 17 

school manuals 

The school manual issued each year presents in detail the facts 
which are needed by the school teacher, who must rapidly famil- 
iarize herself or himself with the school organization and with 
the details of administration. This pamphlet is of a loose-leaf 
nature and is added to from time to time as bulletins are issued 
from the central office. It is a type of pamphlet which may well 
be duplicated in other communities. The concise nature of the 
document and the thoroughness with which all important ele- 
ments are covered are further indications of the recognition on 
the part of the administrative officers that certain elements of 
administration must be mechanized in order that the time of 
teachers and pupils is not wasted. 

THE SCHOOL BUDGET AND SCHOOL ACCOUNTING 

The budget estimates conform tO' the State practice in ac- 
counting. The system of budgeting and the accounting system 
have recently been studied in detail by special auditing agents of 
the Board of Education. It is unfortunate that the budgeting 
system and the accounting system do not conform to the system 
which has been v/idely accepted in many cities. If this were 
done, the report to the National Bureau of Education could be 
more readily made and comparisons with expenditures in cities 
outside of the State would be more readily possible. It would be 
advantageous for Hackensack if in the light of the following 
standards the future distribution of expenditures were made. 
These standards are: 

1. Legality 

The reports of expenditures should conform to national, 
state and city requirements. 

2. Uniformity 

A sufficiently large number O'f schools must use the same 
system of distribution so that unit costs can be compared 
for various objects, services, balances and time periods. 

3. Flexibility 

The system must be flexible enough to be usable in various 
size schools and of various degrees of complexity. 
2 H s 



i8 The Hackensack vSchools. 

4. SiMPUClTY 

The labor and expense of distribution must not be so great 
as to encounter the law of diminishing' returns. There 
should be no overlapping or duplication of items on any 
one report. 

5. Ade^quacy 

The system should agree with the four divisions of ac- 
countancy : 

(a) Function — The kind of w^ork helped along by the 

payment. 

(b) The object of the expenditure or the actual thing 

bought or service obtained. 

(c) Character — The financial character of the payment 

of a fiscal transaction. 

(d) Location — The location benefited by the transaction 

to which the expenditure is chargeable. 

The distribution must be sufficiently detailed so that intel- 
ligent judgment on each type of expenditure may be made. 

With conformity to the national system of distribution of ex- 
penditures and with the installation of a cost accounting system 
which will permit of the most accurate budget making, Hack- 
ensack will have the desirable scheme of accounting toward which 
all school boards should tend. 

STATISTICAI, STUDIES 

Many statistical studies have been made by the administra- 
tive officers and have been utilized for administrative purposes 
purely. Apparently the school officers in Hackensack do not 
hesitate to spend the time and energy necessary in order to ascer- 
tain the facts before recommendations are made. These statis- 
tical studies are on file in the supervising principal's office and 
cover a wide range of problems. Parts of these studies have been 
included in the annual reports, but many more have been made 
and used as indicated above. Here again is evidence of a pains- 
taking thoroughness on the part of the administration which is 
worthy of great commendation. 

SUPPLIES AND TEXT-BOOKS 

The creation of a budget system for supplies and the determi- 
nation of the definite appropriations which are available for each 



The Hackensack Schools. 19 

school and each grade are most commendable elements in the 
handling of the supply problem. The system of requisitions is a 
most satisfactory one since it involves the necessary checks when 
goods are received and the necessary checking against the appro- 
priations. The details of management of both the supply and 
text-book problem have been thoroughly mastered by the supply 
officers and apparently every economy is being exercised in order 
to properly safeguard the community's expenditures and yet at 
the same time to provide reasonably for the needs of all school 
children. Niggardly expenditures in this field and over-atten- 
tion to the distribution and use of supplies cannot be considered 
criticisms of the local management. 

ATTENDANCE AND HEALTH 

Hackensack is making every attempt to establish a high-grade- 
attendance record and to safeguard the health of the school chil- 
dren through a proper attendance and health program. The 
regulations concerning health and attendance, as they are to be 
found in the School Manual, are complete and thorough-going. 

As is indicated elsewhere in this report, the relationship be- 
tween enrollment and attendance is not considered as satisfactory 
as could be found in a residential city like Hackensack. This is 
a problem which needs the further attention of the Attendance 
Department. The health program which has already included 
the establishment of open-air schools for anaemic children, and 
which provides for careful medical inspection, has reached a 
point in progress in advance of that of many school systems. 
Here, again, were found many evidences that the minutest details 
of the medical program are being given every consideration. The 
Survey Commission is confident that the program in these two 
fields will keep pace with the State requirements and with the 
progress which educational science makes in these two branches 
of school administration. 

THE SCHOOL BUILDING PROGRAM 

Map No. I shows Hackensack with the location of its schools. 
Circles- have been drawn showing the area about each school. 
Circles have been drawn with the elementary schools as centers 



20 T.Hii Hackhnsack Schooi^s. 

and with a one-half-mile radius. For the intermediate school a 
one-mile radius has been used. For the senior high school a 
one-and-a-half-mile radius has been used. These distances con- 
form to the distances which are commonly accepted for these 
types of schools in communities of this size. 

The intermediate school and the senior high school are well 
located with respect to the present and future residential sections 
of the city. The overlapping between the districts of the ele- 
mentary schools is marked to a great degree, especially where 
the territory of School No. 2 overlaps the territory of School 
No. I and School No. 5. 



The Hackensack Schools. 



21 




Hackensack should bear in mind that its elementary school 
buildings are, in large measure, too small to carry out the high 
degree of specialization in the classification of children which 
has become desirable in this school system. The proper classi- 



22 The Hackensack vSchooi^s. 

fication of children for the purpose of recognizing individual 
differences can only be brought about where elementary school 
buildings of 20, 24 and 28 rooms are found. The study of the 
school buildings indicates that School No. 2 is the least satis- 
factory among the school plants, one which should be supplanted 
as the school building program advances. When this becomes 
possible, a redistricting of the city for elementary school chil- 
dren should form the first part of the program with the location 
of an elementary school where there will be a minimum of over- 
lapping. 

The community is to be commended upon the location of its 
intermediate school and of its senior high school. The high 
school report indicates that speedy action should be taken by 
the community in extending the facilities that are provided in 
this plant. Since the World War there has developed through- 
out the United States an unprecedented demand for high school 
training and high school education. High schools are being 
overcrowded with students as never before in the history of our 
public school system, and hence school buildings are being taxed 
to their utmost capacity and in many cases far beyond. This 
increasingly greater insistence upon a high school training by 
the youth of America can in no sense be considered temporary. 
Without doubt, it is merely an indication of the continued de- 
mand that will be made upon American communities for a maxi- 
mum of education on the part of all boys and girls over the 
years to come. This demand will continue to be as insistent in 
Hackensack. The citizens and the Board of Education must 
recognize the need as one which is here to stay. The school 
building program must be advanced by adding, in the very near 
future, to this modern high school plant. In general, the Board 
of Education should bear in mind that, in a growing city like 
Hackensack, building needs of ten to fifteen years from now 
must receive full consideration to-day. Careful analyses of 
trends ~ of population, of possible residential growth and of 
trends in residential types should be constantly part of the work 
of the administration. No duty of the Board of Education is 
more important than to provide the plant which is adequate for 
the development of the educational program which the officers 
and teachers are engaged in promoting. 



The School Buildings 



OF 



Hackensack, New Jersey 



(23) 



CONTENTS 



PACE. 

Scoring the School Buildings, 27 

Sites, ' 32 

Kxternal and Internal Building Structure, 36 

Service Systems 39 

Fire Protection, 42 

The Cleaning of School Buildings, 44 

Artificial Lighting, 44 

Water Supply System, 45 

Washing and Bathing 46 

Toilet Facilities, 47 

Electric Service Systems, 48 

The Classrooms and Recitation Rooms, 49 

The Natural Illumination of Classrooms, 53 

Seating of Classrooms, 57 

The Artificial Lighting of Classrooms, 58 

Cloakrooms in Classrooms, 59 

Color Scheme of Classrooms^ 61 

Special Rooms, 61 

Playrooms 64 

School Auditoriums, 65 

Libraries, 66 

Lunch Rooms, 67 

Officers' Rooms, 67 

Teachers' Rooms, 68 

Janitors' and Supply Rooms, 68 

Laboratories, 69 



TABLES. 
Table. page. 

I. Scores Allotted to Two School Buildings by Judges, ..... 30 
II. Detailed Scores Allotted by Judges on the School Buildings 

of Hackensack, New Jersey, May, 1921, 31 

III. Comparison of Hackensack Building Scores with Building 

Scores of Other Cities, 32 

IV. Playground Area Provided in Elementary Schools Distributed 

by Buildings — Hackensack, N. J., 33 

V. Areas of School Sites and of the Portions Thereof Used for 

Various Purposes — Hackensack, N. J., 34 

VI. Percentages of Total Enrolment with Varying Playground 

Provisions in Eight American Cities, 34 

VII. Playground Area Provided in Elementary Schools of Thirty- 
one Cities, 35 

(25) 



26 Thk Hacki^nsack Schooi<s. 

TabIvE. page. 

VIII. Percentages of Total Enrolment Housed in Buildings Erected 

at Various Dates in Twelve New Jersey Cities, June, 1921, 36 
IX. The Size of School Buildings in Hackensack as Compared with 
the Size of School Buildings in Thirty Other Eastern 

Communities, 38-;39 

X. A Comparative Study of the School Buildings of Hackensack 
and Four Other Cities, Scoring o%-25%, 26%-5o%, 51%- 
75%, 76%-ioo% of the Perfect Score on Each of the Six 

Items of the Service Systems Listed, 40 

XL Comparative Study of Drinking Facilities of the Schools of 

Paterson, Omaha, St. Paul, Amsterdam and Hackensack, 46 
XII. Facilities for Washing Provided for Children in the Ele- 
mentary Schools of Hackensack, 47 

XIIL Toilet Systems and Baths, 48 

XIV. School Buildings of Hackensack, N. J., Arranged in Order of 

Total Scores Alloted on Item IV — Classrooms, 49 

XV. Data Concerning Room Dimensions of the Elementary Schools 

and High School of Hackensack, N. J., 51 

XVI. Hackensack Elementary Schools Compared with Four Other 
School Systems on the Standardization of the Number of 

Cubic Feet per Pupil 51 

XVII. Hackensack's Co'nformity to Standardization of the Classroom 

Area per Pupil as Compared with that of Five Other Cities, 52 
XVIII. Ratio of Window Area to Floor Area in Hackensack and 

Seven Other Cities, 54 

XIX. Number of Blackboards of Various Heights from the Floor 

in the Different Grades of the Hackensack City Schools, 56 
XX. Heights of Blackboards in Hackensack City Schools — Ele- 
mentary Schools, 57 

XXI. The Lleights of Blackboards in Six Cities, 57 

XXII. The Percentages of Adjustable and Non-Adjustable Seats in 

the Elementary Classrooms of Five Cities, 58 

XXIII. Standard Provisions for Classrooms, Special Rooms and 

Service Rooms in an Elementary School — -Baltimore, Md., 62 

XXIV. Classroom and Special Room Provisions in the Junior High 

Schools of Three Cities — 1921, 63-64 



CHARTS. 

1. Score Card for City Buildings 28-29 

2. Detailed Scores on Hackensack School Buildings, 32 

3. Standard Elementary School Room, 60 



The School Buildings of Hackensack 



When large groups of children are brought together in a public 
school system, the first consideration should be for their safety, 
comfort and health. Teachers and pupils will always work 
better when the annoyances, due to- poor building planning, have 
been reduced to a minimum. Patrons and parents are constantly 
measuring the school plant in terms oi standards which they 
themselves set up. The Survey Committee has measured the 
school plants of Hackensack in the light of the most acceptable 
modern school building standards. Every phase of school build- 
ing construction and equipment which affects the educational 
w^elfare of the child, or the success of the teacher, has been con- 
sidered in connection with this rating. The Strayer, Engelhardt 
Score Card for City School Buildings has been used as a basis 
for the rating.* This score card is shown in Chart i. 

It will be seen that a perfect school building may be rated at 
i,ooo points according to this score card, and that the many sub- 
divisions of a school building are each scored separately and then 
combined in order to secure the total score. This score card has 
been utilized in the analysis of the school buildings of many city 
school systems. 

It has been the experience of those utilizing this score card 
that a building which scores between 900 and i,oooi points ap- 
proaches perfection in all details or perfection in all but a few 
details. Buildings have frequently been scored above 900 points. 
A score of from 700 to 900 points is indicative of a fairly satis- 
factory building, one in which the demands of modern school 
practice can be reasonably well carried out. Buildings scoring 
less than 600 points, and more than 5001 points, may be rated as 
only fair and require considerable alteration before they can be 
considered as meeting all of the standards for modern school 
construction. 

*A Score Card for City School Buildings— by G. D. Strayer and N. L. 
Engelhardt, published by the Bureau of Publications, Teachers College, Co- 
lumbia University, N. Y. C. 

(27) 



28 



The Hackensack Schools. 



OIOBT 1 



SCORE CARD FOR CITY SCHOOL BUILDINGS 

Score of Building 



2. Corrldora 



3 Baaement 



III — Service Synteme. 



nd Ventilation. 



nperature control 



B. Ftre Protection Syatem. 



Z. Flreproofnei 



6. Exit ItgrhU E 



C. Clea.DlnR eysiem 



al Lighting Synte 



F. Water Supply Syalem. 



O. Toilet Syslenr 



1. Dletrlbutton, 



II. Mechanical Service ttyaten 



2. Book-llfta . 



3. T^QBte-cbutva . 



IV — Clav Rooma. 



A. Location and Connectloi 



7. JJlackboards 



8. Bulletin board. 



1 Wardrobea . 



C Equipment . 



3. Other equlpn 



—Special Rooms. 



E for General Use . 



1. playroo» 



2 Auditorium 



6. Qymnaalum 



I fof Schoo) OfSclaU. 



C. Other SpoclaJ 3«rvtre BoomB 



L*b»ratorkw 



&>ts for Scorlne. 1.000 polotf. 
>d out, the sftcoDd and taira . 
i bulIdlQB draw a. olrole arou 



(2) For Bcorlng three column, are allowed, wblle aocMijy « »«"iS 
to be flilad out at Uliure. (B) Where credit le allowed for any aiavM 
■ credit. 



In the judgment of those who have used the score card ex- 
tensively and who are well acquainted with present-day stand- 
ards for school accommodations, a building which scores less than 
500 points is one which is not worthy of a place in a modern 
school system. As a rule, it is not economical to repair such a 
building, and the wise plan to be followed is to consider it for 



The Hackensack Schooes 



29 



abandonment at the earliest moment in the school building' 

program. 

Score Card — (Continued) 



' TABLE tDsTAlu 


or THS Classsoous 


OF.... 












S/^nm 


Date . 













1. Room No 




._- 














1 




" 
















Standards 


2. Grade 


















i 






















3- Pupa capadty 












































4, Pupa enrollment 








































5. Dimensions length, ft 






































32 ft. 


6. Width, ft 




































^r ' ' 


24 ft. 


J. Heieht, ft 






































1 


12 It. 


8. Floor area, sq. ft 






































i i 


9. Area per child of pupil capadty 








































lis sq. ft 


10. Area per child of enrollment 










































15 sq.ft. 


11. Area PIT cMId, with 40 in class 










































IS so. ft. 


1 J. Total cubical oententa. cu. ft 












































IJ. Cn. It. per child of pupil capacity. . . . 










































200 cu. ft. 


14. Ctt ft, per child of enrollinent 










































200 cu. ft. 


15. Cu. ft. per child, with 40 in das« 










































200 cu. ft. 


U. Ncof wiodoKi on boat 










































None 


17. left 










































All 


la. rear 










































None 


19. riKht 










































None 


20. No. of windows one i 










































21. I 










































22. X 








































I 


23. X 










































24. Window glass area — sq. ft 






































i 1 


25. Ratio of window area to floor area.. . . 






































! i 20% 


26, Width of muUions — inches 


























1 








i 


1 12 in. or less 


27. Distance — 5rst window to front wall.. 








































I? ft 


28. Height of windows from floor 








































1 31 to 4 ft. 


29. Height of windows from desk tops. . . . 




































\ 




30. Distance — window top to ceiling 


































:zL-i_j 


6 in. or less 


31. Finish of walls 




































1 


1 Smootti 


12. Color of walls. 




































1 ; Light green 


33. Type of blackboards 








































1 Light gray 

Slate 


34, Height of blackboards from floor 










































35. Window shadea — ^Typc 










































Double 


36. Color: 










































Light sage 


37. Book closet 




































, 


1 



Nores: Iteaa foltsm 8 divided by Item 3- Item io=Item Axlividfid by I) 
Ilea a^tem 34 dhhdsd bj itean 8. Some cUodanb giraa n Uct- * 
Mpopal, so* copy to In BlfSJfl Bupvinteaibat'i oSlob 



4. Item it^Item 8 dividad by 40. IIad t3=Ilem is divided by Item z- Item I4=l 
Otfa«»: cotuult St. P|ul Scbaol Sunvf.fut I, by Stnyfir ud En^oUivdt. tOnc c 



In securing the final score for a school building the judgments 
of three judges were utilized. These judgments were combined, 
as shown in Table I. In this table Scorer No. 6 rated the Fair- 
mount School at 666; Scorer No. 2 at 694 and Scorer No. i 
at 684. The combination of their judgments gives a final score 
of 685 for the school building. The scores for other school build- 
ings were secured in a similar manner. (The standards utilized 
in scoring and the method employed are included in the Bulletin 
of Standards for City School Buildings, by G. D. Strayer and 
N. L. Engelhardt, published by the Bureau of Publications, 
Teachers College, Columbia University, N. Y. C.) 



30 



The Hackensack Schools. 



Table I 

SCORES ALLOTTED TO TWO SCHOOL BUILDINGS BY JUDGES 



SCHOOL NO. 4 — EAIRMOUNT 

rScorer's No.—\ 

621 Median 



HACKENSACK HIGH SCHOOL 

Scorer's No. n 

62513 Median 



Item I, . . 


. 89 


85 


88 




8T 


100 


106 


102 


88 


85 




^05 


A, . . 


■ 45 


50 


48 


48 




44 


48 


37 


54 


47 


47 




B, . . 


.. 24 


20 


25 


24 




18 


22 


30 


24 


23 


23 




C, . . 


. 20 


15 


15 


15 




38 


36 


35 


10 


15 


35 




Item II, . 


.121 


128 


126 




1^8 


133 


124 


^34 


138 


140 




136 


A, . . 


. 22 


20 


22 


22 




21 


18 


22 


24 


21 


21 




B, .. 


■ 38 


39 


36 


38 




47 


50 


56 


46 


51 


50 




C, .. 


. 61 


69 


68 


68 




(>s 


56 


56 


68 


68 


65 




Item III, 


.170 


178 


r85 




173 


199 


202 


197 


204 


208 




201 


A, .. 


■ 35 


40 


42 


40 




48 


49 


46 


49 


54 


49 




B, . . 


■ 43 


42 


42 


42 




44 


51 


40 


44 


43 


44 




c, . . 


. 10 


10 


16 


10 




17 


15 


10 


13 


12 


13 




D, .. 


. 12 


12 


18 


12 




13 


14 


12 


17 


17 


14 




E, .. 


. ID 


10 


14 


10 




13 


IS 


15 


14 


15 


15 




F, .. 


• 17 


16 


16 


16 




20 


18 


24 


18 


22 


20 




G, .. 


. 38 


43 


30 


38 




37 


35 


47 


41 


42 


41 




H, . . 


• 5 


5 


7 


5 




7 


5 


3 


8 


3 


5 




Item IV, 


.209 


^^5 


200 




2r5 


238 


246 


225 


22s 


238 




236 


A, .. 


.. 30 


30 


25 


30 




30 


30 


30 


30 


28 


30 




B, .. 


. 60 


69 


74 


69 




76 


77 


70 


69 


72 


72 




C, .. 


. 68 


67 


50 


67 




73 


76 


63 


73 


73 


73 




D, . . 


. . 20 


15 


15 


15 




20 


22 


18 


15 


22 


20 




E, .. 


• 31 


34 


36 


34 




39 


41 


44 


35 


43 


41 




Item V, . 


■ 77 


88 


85 




82 


91 


95 


103 


93 


79 




90 


A, . . 


■ 32 


38 


30 


32 




35 


44 


53 


39 


32 


39 




B, . . 


. 18 


18 


20 


18 




24 


19 


24 


18 


18 


19 




C, .. 


. . 27 


32 


35 


32 




32 


32 


26 


36 


29 


32 




Total, . 


..666 


694 


684 




685 


7^1 


773 


761 


746 


750 




768 



Final score for School No. 4 (Fairmount) 685 

Final score for Hackensack High School, 768 

In Table II are given the final scores for each one of the six 
school buildings of Hackensack. These scores show one school 
building, namely. No. 2, rating less than 500 points, one rating 
between 500 and 600 points, namely, No. 5, two rating between 
600 and 700 points, and No. 3 and the High School rating above 
750 points. The highest rating is given the No. 3, school, while 
the High School is a very close second. 



The Hackensack Schools. 



31 



When these ratings are compared with ratings made with 
other school systems in which the Strayer, Engelhardt Score 
Card has been used, it is seen that Hackensack's school plants 
rate, as a whole, higher than those of many other cities. 

Table III shows that Hackensack has made a most com- 
mendable effort tO' bring these schoolhousing conditions to a high 
level. The individual elements in the scores which have been the 
biggest factors in raising or lowering scores will be discussed in 
the pages which follow. 

Table II 

DETAILED SCORES ALLOTTED BY JUDGES ON THE SCHOOL BUILDINGS OE HACKENSACK, 
NEW JERSEY, MAY, I921 



I. Site, 

A. Location, 

B. Drainage, .... 

C. Size and Form, 



II. Building, 

A. Placement, 

B. Gross Structure, . . 

C. Internal Structure, 



III. 



Service Systems, 

A. Heating and Ventilation, 

B. Fire Protection, 

C. Cleaning System, 

D. Artificial Lighting, 

E. Electric Service, 

F. Water Supply, 

C Toilet Facilities, 

H. Mechanical Service, . . . . 



IV. Classrooms, 

A. Location and Connection, . . , 

B. Construction and Finish 

C. Illumination, 

D. Cloakrooms and Wardrobes, 

E. Equipment, 



V. Special Rooms, 

A. Large Rooms for General LTse, . . 

B. Rooms for School Officials, 

C. Other Special Service Rooms, . . 



SB- 






„- 


ri 


. 


4- 


. 







d 


^3 


6 










OT3 


° s 




oH 




cz 





0.^ 


m 




ti c 




■^■:n 


J3 1- 










mm 


w p 


mtn 


tyjfe 


cnE 



ffiW 



125 


97 


85 


55 


50 


4« 


30 


27 


27 


40 


20 


10 


165 


nr 


63 


2S 


17 


22 


60 


45 


18 


80 


55 


23 


280 


I/O 


84 


70 


34 





65 


46 


18 


20 


10 


7 


20 


II 


8 


15 


9 


4 


30 


20 


10 


50 


35 


28 


10 


5 





2go 


1 
2og 


168 


35 


25 


10 


Q5 


71 


65 


85 


60 


44 


25 


15 


10 


'° 


3« 


39 


140 


70 


39 


65 


27 


13 


35 


17 


7 


40 


26 


19 



7^1 8r\ 85\ 105 

45I 481 47I 47 

24I 24I 23 1 23 

5| I5i 15I 35 

I 1 I 

I38\ I28\ 84\ 136 

24I 22I 21 1 21 



52 
62 



38 



238\ 173 

671 40 

45 42 

19I 10 

i8| 12 

15I 10 

22I 16 
47 
5 

259 
33 
92 
67 
22 

45 

94 
40 
22 
32 



311 

lol 
71 
5l 
7\ 



38 


31 


5 


7 


215 


172 


30 


15 


69 


58 


67 


51 


IS 


10 


34 


38 


82 


77 


32 


35 


18 


14 


32 



28 



30 50 

33 1 65 

I 

I37\ 201 

39 1 49 

44. 

13 

14 

15 

20 

41 
5 

236 
30 
72 
73 
20 
41 

90 
39 
19 
32 



Total loool- 663I 439I 803I 68s| 5551 768 



32 



The Hackensack Schools. 



Table III 

COMPARISON OF HACKENSACK BUILDING SCORES WITH 
BUILDING SCORES OF OTHER CITIES. 



FINAL 


ST. PAUI. 


OMAHA 


PATERSON 


HACKENSACK 


SCORES 


Number 1 Per Cent. 


Numberl Per Cent. 


Numberl Per Cent. 


Numberl Per Cent. 




I 

3 

13 

23 

9 


2 

6 

26 

46 

18 






I 
6 


4 
24 






701-900 


16 


18 
20 
34 
32 


2 

2 
I 
I 


33 
33 
17 
17 


501-600, 

Below 500, .. . 


6 
12 


24 
48 



Chart 2 represents graphically the scores allotted on each of 
the major items of the score card with comparisons with the 
total possible score. 

CHART No. 2 

. DETALED SCORES ON HACKENSACK SCHOOL BUILDINGS 

Comparison between the scores allotted on each of the five major items of 
the score card and the maximum possible scores for those items 





SITE 


BUIIDIKG SBHVICK 


SYSTKKS 


CLASSROOMS 


SPBCIAl ROO KS 


lUXIMUM SCQRBS 


II 1 II 
















HIGH SCHOOL 


1 


1 1 


1 


1 


1 1 1 








STATE STREET 


II II II III 






FilBMOUOT 


1 1 1 1 II ill 
















BROADTAT 




II 


1 1 


1 


1 


□ 
















FIRST STREET 


"■ ■ 1 1 1 1 1 1 III 






1 1 1 










UNION STREET 




1 1 


1 1 


D 



SITES 

{Item I Stray er, Engelhard t Score Card.) 

■ One hundred square feet of space per child has been con- 
sidered a standard for play purposes for elementary school chil- 
dren. For high school children a standard of ten acres for a 
community like Hackensack has been established. 

In Table IV the playground areas per pupil are shown for 



Th]5 PIackensack vSchools. 



33 



each of the elementary schools and compared with this lOO 
square feet standard. It will be seen that only one of Hacken- 
sack's school sites provides enough play space per pupil to meet 
this standard. 

Table IV 

PLAYGROUND AREA PROVIDED IN ELEMENTARY SCHOOLS, DISTRIBUTED BY BUILDINGS, 

HACKENSACK, N. J. 



School 


Enrollment 


Playground 
Area 


Playground 
Area per Pupil 


No. t;, 


22,1 

370 

1,148 

513 

776 


27,000 
18,750 
31,440 
11,088 
6,912 


116 


N"o. 4, 


50 


No. I, 


27 


No 2, 


21 


No. 3, 


8.9 



Standard, 



On the whole, the Hackensack school buildings are well 
located in districts free from objectionable features. The school 
grounds are well maintained and much effort has been expended 
in making the surroundings attractive with shrubs and well-kept 
grass. 

From Table V it will be seen that a very large proportion of 
the school areas is covered by buildings or by open spaces de- 
voted to lawns. The utilization of such a large share of the site 
for lawns and attractive landscape is most commendable. The 
criticism is that not too large a space is devoted to this purpose, 
but that the sites are not amply large for play purposes. As a 
school system grows it becomes more and more desirable that 
play space be provided for all schools. The failure to provide 
play space for School No. 3 is difficult to explain. It is recom- 
mended that the Board of Education utilize every opportunity 
for adding to school sites so that the desirable standard may be 
reached and even surpassed. 

3 HS 



34 



The Hackensack Schools. 



Table V 

AREAS OF SCHOOL SITES AND OE THE PORTIONS THEREOF USED FOR VARIOUS 
PURPOSES, HACKENSACK, N. J. 



Schools 


AREA OF SITE 


AREA COVERED BY 
BUILDINGS 


PLAYGROUND 
AREA 


open space 
(lawns, etc.) 




Sq. Ft. 


% 


Sq. Ft. % 


Sq. Ft. 


% 


Sq. Ft. 


. 


High School,* 

No. 4. 

No. I, 

No. 3 

No. 5 

No. 2, 


182,400 
86,040 
72,000 
56,682 
47,000 
31,320 


100 
100 
100 
. 100 
100 
100 


25,080 

10,873 

20,970 

27,875 

7,062 

12,000 


14 
13 
29 

49 
15 
38 


54,720 
18,750 
31,440 
6,912 
27,000 
11,088 


30 

22 
44 
12 
57 
35 


102,600 

56,417 
19,590 
34,787 
12,938 
8,232 


56 
65 

27 

28 



Site across street not included. 



Table VI shows the inadequacy of the Hackensack play- 
grounds in another way and compares Hackensack with seven 
other cities in its playground facilities. It will be noted that 
Hackensack's playground situation is not superior in any sense. 
This is rather surprising, considering that Hackensack is dis- 
tinctly a residential city. 



Table VI 

PERCENTAGES OF TOTAL ENROLLMENT WITH VARYING PLAYGROUND PROVISIONS IN 
EIGHT AMERICAN CITIES 









^ 


















0\ 


















" 




M 














>; 











VO 




















Playground Provisions 


o> 





u ■ 


o> 


^ 


0\ 


0\ 






"3 
























1-4 














Xfl 


> 
a 

<u 

■ Q 











C 











57 
28 


26 
















53 
79 
13 










29.1 
56.1 
85.2 






85 
10 


78.8 
21 .2 


63.6 

31-3 












100 or less " " 




82 


35 


59 


92 


100 


94.9 


(>.?, 




9.9 
4-9 


12.5 
5-5 


32 
31 


4 

I 


8 




4.4 

•7 


6.5 




87.2 











In Table VII will be seen the percentage of pupils in 31 cities 
having more than 60 square feet of playground area per pupil. 
These 31 cities are the cities of seven states of approximately 



The Hackensack Schools. 



35 



the same size as Hackensack, for which these data were avail- 
able. It will be noted that Hackensack ranks twenty-third in 
the group in the facilities which are provided. 

TABtK VII 
PLAYGROUND AREA PROVIDED IN ELEMENTARY SCHOOLS OE 3I CITIES 





Percentage of 










pupils having 




No. sq. ft. 






more than 60 




per 




NAME OE CITY 


sq. ft. play- 
ground area 
per pupil. 


RANK 


median 
pupil. 


RANK 


Ansonia, Conn., 





27 






Asbury Park, N. J., 





27 


II 


28'" 


Auburn, Me., 


70.8 


8 


65 


13 


Bloomfield, N. J., 


100 


2 


147 


3 


Bridgeton, N. J., 


74.6 


7 


95 


ID 


Carlisle, Pa., 


91-3 


4 


134 


4 


Clinton, Mass., 


58.8 


ID 


103 


9 


Concord, N. H. 


100 


2 


112 


6 


Dunkirk, N. Y., 


51-3 


12 


60 


14 


Englewood, N. J., 


49.8 


14 


50 


16 


Franklin, Pa., 


100 


2 


no 


7 


Gardner, Mass., 


75.8 


6 


91 


II 


Glen Falls, N. Y., 


21.5 


20 


27 


22 


Gloucester, Mass., 


30.6 


18 


36 


20 


Hackensack, N. J., 


8.2 


23 


26 


23 


Hornell, N. Y., 


61.3 


9 


109 


8 


Landaford, Pa., 


49-3 


15 


50 


17 


Lebanon, Pa., 


38.5 


17 


56 


15 


Little Falls, N. Y., 





27 


41 


19 


Marlboro, Mass., 





27 


21 


25 


Millville, N. J., 


50.6 


13 


86 


12 


Montclair, N. J., 






234 


2 


Olean, N. Y., 


15-2 


21 


20 


26 


Phoenixville, Pa., 


9.4 


22 


24 


24 


Plainfield, N. J., 


45-1 


16 


47 


18 


Rutherford, N. J., 


53 


II 


114 


5 


Saratoga Springs, N. Y., ... 





27 


28 


21 


Shamokin, Pa., 






27 
27 






Sharon, Pa., 


17 


27 


Tyrone, Pa. 


27.6 


19 


10 


29 


Weymouth, Pa., 


83.3 


5 


380 


I 


Median, 


41.6 




57-5 





Not only is the amount of play space per child very inade- 
quate in Hackensack, but the apparatus which has been provided 
on playgrounds is very limited and far from sufficient. Much 
can be done in this field in order to give the Hackensack children 
the opportunities which are being offered in other communities. 



3^ 



The Hackensack Schooi^s. 



IJXTERNAI, AND IISTTEIRNAI, BUIT^DING STRUCTURE: 

{Item II Strayer, '^ngeihardt Score Card.) 

One measure of the adequacy of school building structures is 
their recency of construction. 

In Table VIII this adequacy is expressed in terms of the per- 
centages of total enrollment housed in school buildings erected 
at various dates. Twelve New Jersey cities are included in this 
tabulation. To a certain degree the period of development of a 
community affects this tabulation. The children of Hackensack 
are, according to this tabulation, well housed as compared with 
the children of other cities. In other words, 87 per cent of the 
children of Hackensack go to school in school buildings which 
have been erected during the two decades 1900 to 1920. This 
means that these children are attending school in buildings which 
have been built during the period of greatest discussion of school 
building standards. It is evident from the scores that the school 
building construction in Hackensack does, in a large measure, 
conform to the standards set up during these decades. 









Table VIII 














PERCENTAGES OE TOTAL ENROLLMENT HOUSED IN BUILDINGS ERECTED AT VARIOUS 


DATES IN 


TWELVE NEW JERSEY CITIES, JUNE, I92I 








(J 
















c 


-o 


•0 


J4 
u 





(J 


2 
13 

g 


3 

c 






Ij 
y=; 






c 
W 


> 


Q 



bo 

PQ 
16 



to 


6 






CD 




Before i860, 


I 












1860-69, 




2 


I 






2 












1870-79, 


9 


10 


II 


14 




25 






20 






1880-89, 




20 


I 7 








19 




12 


15 




1890-99, 


3 


7 


16 15 


17 


5 


28 


37 


54 








1900-09, 


32 


17 


35 36 


26 


39 


32 


28 


23 


47 


46 


29 


1910-20, 


55* 


44 


47 31 


43 


5^ 


12 




22 


19 


39 


71 



* Read: 55% of total enrollment in Hackensack are housed in buildings erected during 
the decade 1910-1920. 

The school structures are, in each case, placed to the best ad- 
vantage on their sites and are sO' orientated as to secure the 
optimum natural light for the greatest possible number of rooms. 
School No. I is an exception, as its northern front deprives many 



The Hackensack Schooi^s. 37 

of the rooms from all light except that from the north. The new 
buildings, No. 3 and the high school, have been planned so that 
all rooms are provided with the desirable natural lighting and so 
that there is an ease of circulation about the buildings which is 
commendable. Stairways, corridors, the location of toilet rooms 
and the location of special rooms indicate that very high-grade 
planning has been done in order tO' secure the results obtained. 
Hackensack is to be commended that it has used highly fire- 
resistive construction in these new buildings. It indicates that 
the program for the future will assure to Hackensack only the 
very best of modern school construction. 

The older buildings, such as No. i and No. 2, have been re- 
modelled to meet many of the objectionable elements in their 
original construction. There are some unsatisfactory features, 
however, about these old buildings even though they have been 
given this maximum of thought in their alteration. It is ex- 
tremely unfortunate that the auditoriums have been retained on 
the third floor in School Buildings No. i and No. 4 and on the 
fourth floor in No. 2. This has made it very difflcult to plan 
proper exits. The stairways leading from the top floor of a 
building should continue in one direct series tO' the exterior. 
This was found impossible in the No. i school. It leaves an 
undesirable situation which may cause trouble in case of fire. 
The lack of provision of smoke-proof stairwells, as in the case 
of School No. 3, is another example of a failure to provide the 
most adequately protected stairway passages. In general, how- 
ever, as the scores will indicate, the proper safeguards about the 
entrances and corridors to the school buildings have been estab^ 
lished. Panic bolts are installed and in most cases operate prop- 
erly. Corridors are free from obstructions and are well main- 
tained. The walls and foundations of the buildings have been 
given careful study, have been repaired where necessary, and are 
found to be in good condition. The basements of the buildings 
have been thoroughly cleaned, are maintained at a high standard 
and are free from unnecessary fire sources. In other words, 
there is evidence that the administration has considered the 
necessity for eliminating all sources of danger and for main- 
taining the buildings at a high standard as a very essential part 
of the development of the school system. 



38 The Hacke:nsack SchooIvS. 

The elementary school buildings of Hackensack are larger 
than the elementary school buildings in other cities of similar 
size. This is again a most satisfactory situation. It is extremely 
pleasing to find that a city of the size of Kackensack has reduced 
to a great degree the problems involved in proper classification 
and grading by developing school centers. It is recommended 
that Hackensack continue to plan large elementary schools as its 
school building program develops. It is only through the estab- 
lishment of these large school centers that individual children 
can be given the attention which has been found possible, to a 
marked degree, in the Hackensack schools. 

Table IX shoves the number of rooms in the median ele- 
mentary school building of 3 1 cities which are approximately the 
size of Hackensack. It will be noted that Hackensack's median 
building is larger than the median building of any one of the 
other communities. This gives Hackensack an advantage which 
will not develop for a long period of years in these other com- 
munities which have continued to build small elementary school 
plants in place of the larger units. The best modern practice in 
a city like Hackensack calls for buildings having twenty rooms 
or more. This will permit of flexibility in grading and in fre- 
quency of promotion. 

Table IX 

THE SIZE OF SCHOOL BUILDINGS IN HACKENSACK AS COMPARED WITH THE SIZE OE 
SCHOOL BUILDINGS IN 30 OTHER . EASTERN COMMUNITIES 

Number of Rooms 
CITY • in Median Elementary 

School Building 

Ansonia, Conn.., 8 

Asbury Park, N. J., 8 

Auburn, Me., i 

Bloomfield, N. J., 14 

Bridgeton, N. J., g 

Carlisle, Pa., 10 

Clinton, Mass., 4 

Concord, N. H., 3 

Dunkirk, N. Y., g 

Englewood, N. J., 12 

Franklin, "Pa., 6 

Gardner, Mass., 5 

Glen Falls, N. Y., 9 

Gloucester, Mass., 6 

HACKENSACK, N. J., 17 

Hornell, N. Y., n 

Landsford, Pa., 8 

Lebanon, Pa., 6 



The: Hackknsack Schools. 39 

Number of Rooms 
CITY in Median Elementary 

School Building 

Little Falls, N. Y., n 

Marlboro, Mass., lo 

Millville, N. J., 6 

Montclair, N. J., I3 

Olean, N. Y., 7 

PhcEnixville, Pa., 14 

Plainfield, N. J., 9 

Rutherford, N. J., ". . . 8 

Saratoga Springs, N. Y., 13 

Shamokin, Pa., ., 13 

Sharon, Pa., 8 

Tyrone, Pa., 12 

•■Weymouth, Mass., 4 

Median, 9 

Data secured from the National Committee for Chamber of Commerce 
Co-operation with the Public Schools, Tribune Building, N. Y. C. 

SElRVICS SYSTEMS 

{Item III Stray er, Bngelhardt Score Card.) 

The judges, in scoring the service systems of the school build- 
ings, considered this item under the headings : "Heating and 
Ventilating," "Fire Protection," "Toilet Systems," "Cleaning 
Systems," "Artificial Lighting Systems," "Water Supply Sys- 
tem" and "Electric Service Systems." 

The adequacy of the service systems as compared with their 
adequacy as measured in four other school systems in the United 
States may be determined from Table X. In this table six of 
the service systems of the cities of Greensboro, N. C, Paterson, 
N. J., Passaic, N. J., Amsterdam, N. Y., and Hackensack, N. J., 
are studied with respect to the percentages of the total possible 
scores on each item which were allotted by the judges. Of all 
of these five cities Hackensack ranks foremost in the scores 
which have been allotted, indicating that in the opinion of the 
judges Hackensack has given greater consideration and greater 
care to these very important elements which have been measured. 
Hackensack has larger percentages of school buildings falling in 
the third and fourth groupings than has any other one city. This 
should prove to be very satisfactory to the Board of Education 
and the school officers who have been responsible for the high 
standards developed in these fields. 



40 



The Hackensack Schools. 



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III 


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t-t 


H 


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a 


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P 


S 


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Percentage of Buildings 

Scoring 76% to 100% of the 

Standard 


SJDBSUaJJDBU 


\6 




d 




d 




d 











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d 


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to 


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vo 

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uosjajBj 


Tl- 


CO 

to 






d> 


Tt- 


ojoqsuaa-iQ 


6 


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Percentage of Buildings 

Scoring 51% to 75% of the 

Standard 


5|DBSU35JDBJJ 


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vo 


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Percentage of Buildings 

Scoring 26% to 50% of the 

Standard 


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Percentage of Buildings 

Scoring 0% to 25% of the 

Standard 


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Service Systems 


a 

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The Hackensack Schools. 41 

The building survey was made during the late spring of 
192 1 and it was therefore impossible to measure the heating and 
ventilating plants when they were working under full load. The 
adequacy of these plants was measured on the basis of the kind 
of heating and ventilating systems installed. On this basis the 
No. 2 school scored 9 points ; three buildings scored from 30 
to 34 points and two buildings scored 54 and (i'j scores respec- 
tively out of a possible 70; The very careful survey of the heat- 
ing and ventilating systems made by heating engineers last year 
resulted in a series of recommendations which are now being 
carried out. In fact, most of the improvements recommended 
have already been completed. As soon as the recommendation 
for the replacement with boilers of the furnaces in School No. 2 
is carried out, the score on this building will be much higher. 

Authorities in this field now recognize that the split system 
of heating and ventilation is the most advantageous and eco- 
nomical for large school buildings. Under this system direct 
radiators are located within the rooms to be heated while the 
air is supplied by a mechanical system of ventilation. ■ When the 
system is properly installed, each room may be supplied with 
fresh air warmed to the desirable temperature of 68 degrees 
Fahrenheit and having a humidity of 50 to 60 per cent, and free 
from dust and odors. The air intake must be well above the 
ground and be large enough to provide 2,000 cubic feet of fresh 
air for each pupil per hour. No system depending on gravity or 
the opening of windows can meet this demand. Heating sys- 
tems should also be equipped with thermostatic controls which 
are kept in perfect working order and periodically checked by 
teachers and engineers to see that the temperature is regulated. 

With the exception of School No. 2, in which the hot-air fur- 
naces are being replaced by steam boilers, all of Hackensack's 
school plants are equipped with steam boilers, or steam boilers 
and hot-water boilers, as is the case in Schools Nos. 3 and 4 and 
the high school. Broadway School No. i, State Street School 
No. 3 and the High School are equipped with the thermostatic 
system. All the systems were reported to furnish satisfactory 
heat except No. 2, and one room in the old High School No. 5 



42 The Hackknsack Schools. 

needs an extra radiator. The heating system at State Street 
School No. 3 is an especially well devised plant. 

All schools, except U^nion Street School No. 2, are supplied 
with fresh air through mechanical systems. The State Street 
School No. 3 building is provided throughout with mechanical 
exhaust of foul air. The Broadway School No. i and the High 
School toilets are provided with mechanical exhaust of foul air. 
The boys' toilets in the Union Street School No. 2 need such air 
exhaust badly. In fact all toilet rooms should be equipped witlj* 
mechanical exhaust of foul air. The window or gravity s>stem 
cannot be depended upon to carry off the foul air from these 
rooms. 

The unit system of ventilation installed in the High School 
has proven to be satisfactory in most particulars. It, however, 
has not proven to be satisfactory with respect to the auditorium, 
nor can it be expected that the unit system itself can ventilate 
this auditorium together with the balcony when filled vvath 
people, except by the installation of a maximum number of ven- 
tilating units. It is questionable whether this type of ventilating 
unit can ever be satisfactory in such a large room. 

In general, a maximum of care has been expended in pro- 
viding proper heat and ventilation for the school children of 
Hackensack. The facilities are being maintained intelligently 
and being given the kind of supervision which implies that Hack- 
ensack will secure adequate returns for the money it has invested 
in this field. 

l^IRJ^ PROTECTION 

The first consideration in the planning of a school building 
should be to guarantee ample opportunity for rapid exit of the 
children in case of danger. Second consideration should be 
given to the preservation of the building structure. These aims 
can be attained only by erecting structures of highly fire-resistive 
materials. 

Hackensack's new high school plant may be designated as a 
fireproof structure of the modern type. Its furnace rooms are 
isolated by fire doors and its furnace is in a fireproof enclosure. 
It has adequate stairwells which allow rapid exit for the chil- 
dren. It is provided with automatic fire alarms and fire extin- 



Th:^ Hackknsack Schooi^s. 43 

guishers and panic bolts on the doors. It has standpipes, but 
hose has not been provided on the ground that the building is so 
near the fire station. This hose should be provided so that the 
equipment may be complete with all known safeguards. 

The only element that may be criticized at all in the planning 
of the high school building from the angle of fire protection is 
that "the short side corridors on the third floor are blind cor- 
ridors and do not lead directly to stairways. From the angle of 
protection against fire, School Building No. 3 is very satisfactory 
in many particulars. Its basement is isolated, the furnace is in 
a fireproof enclosure, it is equipped with an automatic fire alarm, 
fire extinguishers, hose on each floor and a fire escape. Its exits 
are plainly marked and red lights indicate the exits. The one 
protection that should have been added is the enclosure of the 
stairways as smoke-proof stairwells; for in case smoke should 
fill the classrooms and halls, there would be absolutely no certain 
method of escape without stairwells. If this enclosed stairwell 
provision had been made there would have been little necessity 
for the fire escapes to the rear. It also should be remarked here 
that in all future construction open outside fire escapes should be 
avoided, and, where fire stairwells are installed, every possible 
opportunity for providing an entrance on to these stairwells 
should be taken. This has not been done in the present instance. 
Union School No. 2, the oldest building, is the least safe of 
any of the Hackensack schools. Part of it is a four-story struc- 
ture and the children are all in the assembly room on the fourth 
floor several times each week. Should a fire occur in this school 
at such a time, a catastrophe might occur. The building is pro- 
vided with w'ell constructed exterior fire escapes. The ap- 
proaches to these fire escapes are not satisfactory in every 
instance. No approach to a fire escape should be through a 
vestibule which can be cut off because of open doors. The base- 
ment of the building is not fireproof and it is not isolated. The 
school is provided with fire extinguishers, hose, automatic fire 
alarms and all doors are equipped with panic bolts. 

In general, the Survey Committee has found that Hackensack 
has given more care and thought to the safety of its children 
than is given in any other city, the school buildings of which it 
has analyzed. 



44 The Hackensack Schools. 

the ceeaning oe schooe buieding9 
Hackensack has only one school building, namely, No. 3, 
which is equipped with a vacuum cleaning system. This equipi- 
•ment permits of a thorough cleaning of floors, walls, desks and 
chalk rails. The new high school building has also the equip- 
ment, but the sanitary receptacle in the basement is still lacking. 
Thi-s should be added immediately, as the equipment cannot be 
utilized without this provision. 

In rating this item on the score card the judges considered 
it under three elements, namely, the kind of system provided, 
and its installation and the efficiency of the system. Low scores 
were given the kind of system and installation, because of the 
reasons indicated above. It was very clear, however, to the 
judges that the school buildings were being maintained at a 
very high standard of cleanliness. The oiling of the floors, the 
use of sweeping compound, the janitorial standards which have 
been established and the constant supervision which is in evi- 
dence, make it clear that school housekeeping is receiving the 
consideration which is due it in the Hackensack schools. The 
very well devised manual for janitors and engineers is one which 
may well be duplicated in many other cities. It is clear that con- 
stant insistence upon the elements included in this manual has 
brought about the desirable condition with respect to cleanliness 
which is found in Hackensack. 

ARTIEICIAE LIGHTING 

All Hackensack school buildings are equipped in some degree 
with electric or electric and gas lighting fixtures. This element 
of school equipment has not received as much consideration as 
have many other elements in Hackensack. The adequacy of the 
artificial lighting equipment in the classrooms is discussed under 
"Classrooms." Electric lights are further needed in the toilet 
rooms and playrooms of School No. 4, and more adequate pro- 
vision is particularly needed in School No. 2 and School No. 5. 
The standard lighting of a school building is as follows : 

Standard Artificial Lighting System: 
I. Gas and electricity : 

Gas for stairways, corridors, auditorium and fire exits. 
Electricity for the entire building. 



The: Hacke;nsack Schooi.s. 45 

2. Outlets and adjustment: 

Outlets — 6-9 per class room; auditorium footlights, 
rear of stage, sides, ceiling; corridors 20-25 feet 
apart; at least one for each vestibule. 

Adjustment : Lights placed high enough not to shine 

-in the eyes of occupants; switches near entries, 

auditorium, stage, and picture lantern booths ; each 

cluster with an individual switch ; darkening shades 

for rooms provided with picture lantern switch. 

3. Standard illumination : 

For classrooms, study, and library rooms, 6 foot-can- 
dles at each desk without objectionable glare or 
shadows; for auditoriums, 3 foot-candles at each 
seat. 

4. Method and fixtures : 

Method of illumination — semi-direct or indirect. 
Local lighting by lamps placed close to the work is 
unsatisfactory except for special cases, such as 
the lighting of blackboards, maps, charts, etc. Ex- 
cept in very rare instances, bare light sources should 
not be exposed to view. They should always be 
adequately shaded or completely hidden. 

Fixtures — simple, yet appropriate. 

The Board of Education should establish standards for arti- 
ficial lighting in the Hackensack schools and should secure an 
adherence to these standards in all future alterations and future 
construction. 

WATER SUPPI^Y SYSTEM 

Under this item are considered the drinking, washing and 
bathing facilities which are provided. On the basis of the num- 
ber of drinking fountains installed, Hackensack has made a 
commendable effort to meet the standard of one fountain for 
every fifty children of school building capacity. The type of 
bubbler selected is also satisfactory in most particulars. It is 
gratifying to find that this school system has insisted upon the 
installation of a- bubbler which is as sanitary as can be found 
to-day. In comparison with other cities, Hiackensack is far 
better supplied than such places as Amsterdam, N. Y., Paterson, 
N. J., and St. Paul, Minn., with respect to its drinking fountain 
provision. In Table XI Hackensack's situation is superior to 
that of all communities except Omaha. The fountains in Hack- 



46 



The Hackdnsack Schooi.s. 



ensack are also well located in corridors, where they are imme- 
diately accessible to children and where a maximum of utiliza- 
tion can be secured. 



WASHING AND BATHING 

Fifty per cent of the Hackensack school buildings are equipped 
so as to meet the standard requirements as to the number of 
washbowls per pupil, which is one bowl to 501-75 children. 
Broadway School No. i, with one washbowl to each 143 chil- 
dren, is farthest from the standard in this respect. More wash- 
bowls should be installed in this building. 

The new high school building is very adequately equipped with 
shower baths. State Street No. 3, and the old high school, No. 
5, have no showers. They should be equipped with bathing 
facilities. Fairmount is adequately equipped with showers, but 
Broadway No. i, and Union No. 2 need several more. The 
latter has but one bathing facility to each 500 pupils. All 
schools but the old high school are supplied with hot and cold 
water. 

Table XI 

COMPARATIVE STUDY OE DRINKING FACILITIES OF THE SCHOOLS OF PATERSON, 
OMAHA, ST. PAUL, AMSTERDAM AND HACKENSACK 





OMAHA, 

I9I7 


ST. PAUL, 
1917 


PATERSON, 
1918 


AMSTERDAM, 
1920 


HACKENSACK, 
I92I 


Number of 

Children per 

Drinking 

Fountain 






bo fH 

u 


11 




bo 3^ 

is 


-1 

11 





IS 




Pi 






Ph 














6 


54-5 






L,ess than 25, .... 

25 to 49, 

so to 74, 

75 to 99 

100 to 124, 


3 

21 

10 

5 


6.4 

44-7 

21.3 

10.6 

4.2 












9 
9 
3 

5 

I 

15 


16.6 7 


29.2 

29.2 

I16.6 

4.2 

4.2 

16.6 






3 


SO. 




9. 

18.1 

9. 




6.2 

9.2 

1.8 

27.7 


; 

I 
I 
4 


I 


I 

I 


16.6 
16.6 


150 or over, 


6 


12.8 


I 


9- 


I 


16.6 


Percentage of 
buildings 
standard or 


6r ' 


16 fi 






50. 


Percentage of 
buildings below 
standard, 


3i 


5.9 


8. 


!-3 


7C 


).8 


100. 




0. 



Standard — one fountain for 50 children. 



The Hackensack Schools. 47 

The attempt to secure provision for bathing in all of the 
schools is further evidence that a high grade program for 
physical welfare is being advanced. In not all instances are the 
bathing facilities high grade or entirely satisfactory, but the 
conditions in Hackensack are superior to the conditions to be 
found in the majority of cities. 

Table XII 

FACILITIES FOR WASHING PROVIDED FOR CHILDREN IN THE ELEMENTARY SCHOOLS 

OE HACKENSACK 

Number of Children 

per Washbowl Hackensack Schools 

50 or less, No. 3 and No. 4. 

51-100, No. 5, No. 2 and High School. 

151-2CO, No. I. 

Standard equipment calls for one washbowl to every 50-75 children. 

TOILET EACIEITIES 

The standard equipment calls for one seat for each 25 boys 
and one urinal for each 15 boys. There should be one seat for 
each 15 girls. Hackensack schools meet these standards in some 
instances, nearly meet them in others, and only fall consider- 
ably below in the Broadway No. i, and Union Street No, ;2 
schools, as shown by Table XIII. The distribution of toilets, se- 
clusion, sanitation and type of fixtures are all to be recommended. 
The kindergarten rooms have well equipped toilet and wash 
rooms adjoining them. 

In general, it is difficult to maintain school toilets at high 
standards of sanitation. Hackensack school authorities give evi- 
dence through the condition of the toilet rooms in this school 
system that they are aware of the full importance of maintaining 
toilet rooms which are highly sanitary. The splendid Installa- 
tions of the high school and School No. 3 are to be commended. 
This is the type of installation which should be made a part of 
every new school built in the future in this city. 

Attention should be given to the needs of School No. i and 
School No. 2, in order to see that no inconvenience is being 
caused the children because the rooms are below standard in the 
adequacy of the equipment furnished. 



48 



The Hackknsack Schools. 



Table XIIT 

toilet systems and baths 

Standard equipment calls for one seat for each 25 boys and one urinal for 
each 15 boys ; one seat for each 15 girls. 

Facilities in Hackensack Schools calculated on the basis 
of 1920 enrollment. 





BOYS 


GIRLS 




Schools 


No. Seats 


No. Urinals 


No. Seats 


Showers 


No. I 

No. 2, 


I to 46 
I to 39 
I to 31 
I to 22 
I to 21 
I to 41 


I to 64 
I to 35 
I to 25 
I to 22 
1 to 24 
I to 36 


I to 36 
I to 35 
I to 21 
I to 18 
I to 14 
I to 27 


I to 206 

I to 596 

None 


No. 3, 


No. 4 


I to 64 

None 


No. c 


High School, 


I to 57 



Calculated on the basis of 1920 Maximum Membership 



No. I, 

No. 2, 

No. 3, 

No. 4, 

No. 5, 

High School, 



to 41 

to 35 

to 29 

to 19 

to 18 

to 29 



I to 59 

I to 31 

I to 24 

I to 19 

I to 21 

I to 35 



I to 32 


I to 184 


I to 30 


I to 519 


I to 19 


No-ne 


I to 15 


I to 55 


I to 12 


None 


I to 26 


I to 55 


,*• 





KLKcTRic sp:rvice systems 

Another element which is considered under this item of 
Service Systems is the electrical service system, which is pro- 
vided and which includes clocks, bells, gong-s and telephones. 

Though Hackensack school buildings, with the exception of the 
High School, are not equipped with electric clocks, yet every 
room that is used is equipped with a standard clock, and all build- 
ings are ecjuipped with an adequate system of gongs and bells 
for assembly, dismissal and fire control. In several buildings each 
room is connected with the principal's office by telephone. 

The kind of equipment that is provided in this field and its 
adequacy leads to the conclusion that a minimum of time is 
wasted in school work in regulating dismissals, passing of classes, 
and the like. Taken as a whole, the equipment of Hackensack 
in this particular is effective and shows evidence of careful and 
economic planning. 



Thk Hackensack ScHOOIvS. 



49 



THE CLASSROOMS AND RECrTATlOjN ROOMS 

(Item IV Strayer, 'Bn-gelhardt Score Card.) 

In scorinsf the classrooms and recitation rooms of tlie Hack- 
ensack school buildings, the judges allotted the highest score to 
the classroom-5 of the State Street building and the lowest scores 
to the classrooms of School Building No. 2. With respect to 
their construction, location, illumination, equipment and the like, 
the classrooms of the high school were considered second to those 
of the State Street School. 

Of the 1,000 points allotted the perfect building on the score 
card, 290 points have been devoted to classrooms. Comparison 
of each school with the total possible score for classrooms is 
given in Table XIV. 

TAEtE XIV 

SCHOOL BUILDINGS OF HACKENSACK, NEW JERSEY, ARRANGED IN ORDER OE TOTAL 
SCORES ALLOTTED ON ITEM IV — CLASSROOMS 

Showing distributed scores on the major subdivisions of this item as com- 
pared with the total possible score for each subdivision 







Item IV- 


— CivASSROOMS 










3 


He 
^° 

m V 

«<> 

ra 


Maximum Possible Score 
and Allotted Scores 


Sub-Items 
Maximum Possible Score and Allotted Scores 


Schools Scored 


1 "= 


B — Construction 
and Finish 


c 


C 

7 



1 « 




E 

0. 

'3 

c 
W 




1 




25 
10 
33 
30 

IS 

30 


71 
65 
92 
69 
S8 
72 


60 
44 

67 

SI 
73 


IS 

10 

22 

15 
10 
20 


38 




5 
I 
2 

4 


168 
2S9 
21S 
172 
236 


State — 3, 

Fairmount — 4 

First St.— 5 

High School 


39 
4S 
34 
38 




41 


Maximum possible score, 


1 290 1 35 1 95 1 85 1 25 1 SO 



In general, it should be stated that the Hackensack classrooms 
rank high as compared with classrooms of other school systems. 
There is every evidence that proper attention is being paid to 
the decorations of the classrooms, to their cleanliness and to the 

4 H s 



50 The Hackensack vSchools. 

creation of a desirable atmosphere through the agency of pic- 
tures and other decorations. The school authorities in Hack- 
ensack are to be congratulated upon realizing the importance of 
maintaining classrooms at a very high standard and of equips 
ping them in such a way as to prove to be attractive to children. 

The comfort of both children and teachers depends very 
largely upon the amount of floor space and air space provided 
them. In Table XV are shown the data concerning room dimen- 
sions for all of the schools in Hackensack. It will be seen that 
the median situation for Hackensack is above that of the State 
requirement in every instance, except when area and the cubical 
contents of classrooms for the high school are measured in 
terms of 40 pupils per room. It is not to be expected that with 
this large number as a factor the high school rooms would meet 
the standard in every case as set up by the State law. Fifty per 
cent of the elementary classrooms and 44 per cent of the high 
school classrooms are below the State standard when pupil 
capacity is utilized as the divisor. Forty-one per cent of the 
high school classrooms are below standard in the number of 
cubic feet of air space allotted per student when student capacity 
is taken as the factor instead of the original number of children 
for whon: the rooms were planned. The rather large percentage 
of rooms found below standard in the high school is due to the 
overcrowding of the high school and the necessity for placing 
more children in classes than is desirable for high school work 
and more than were originally planned when the rooms were 
built. The high school building itself, with its variation in sizes 
of classrooms, was well planned in this respect. 

All of the regular classrooms of the elementary schools and of 
the high school have smooth plaster walls in good condition. 
Ninety-three and eight-tenths per cent of the rooms are colored 
cream, or buff. This reveals a commendable effort on the part 
of the school authorities to establish proper standards for class- 
room decoration. All of the classrooms in the Hackensack 
schools are equipped with a small closet or a bookcase for sup- 
plementary readers, instructional and other supplies. The Sur- 
vey Committee feels that additional closet space for such pur- 
poses would be a distinct advantage in any new construction 



The Hackknsack Schools. 



51 



Table XV 

DATA CONCERNING ROOM DIMENSIONS OF THE ELEMENTARY SCHOOLS AND HIGH SCHOOL OP 

HACKENSACK, N. J. 
ELEMENTARY SCHOOLS 



- 


Median 


Standard* 


Below 
Standard 


Standard 


Above 
Standard 




Rooms % 


Rooms 


% 


Rooms 


% 


Area per child (pupil capacity) , . . . 

Area per child (enrollment) 

Area per child (40 in room), 

Cubical feet per child (capacity), . . 
Cubical feet per child (enrollment). 
Cubical feet per child (40 in room), 


20.97 sq. ft. 

22.45 " " 

18.4 " " 
256.9 cu. ft. 
276.87s " " 
212.5 " " 

13-25 ft. 


18 sq. ft. 

18 " " 

18 " " 
200 cu. ft. 
200 " " 
200 " " 

12 ft. 


4 
3 
26 






5 
4 
32 






I 
I 

35 


2 

13 


I 
I 

43 


2 

16 


76 
11 
20 
81 
81 
79 
68 


94 
95 
25 
100 
100 
98 
84 







HIGH SCHOOL 



Area per student (student capacity), 

Area per student (40 in room) 

Cubical feet per student (capacity), 
Cubical ft. per student (40 in room), 



19.125 sq. ft. 

14.64 " " 
208.9 cu- ft- 
172.5 " " 



18 sq. ft. 


12 


44 


I 


4 


14 


18 " " 


17 


63 


3 


II 


7 


200 cu. ft. 


II 


41 


7 


26 


9 


200 " " 


17 


03 


5 


18.S 


5 



52 

26 

33 
18.S 



* Standard as fixed by State of New Jersey Building Code, Revised to May i, 1915. 
Laboratories and special rooms omitted. 

Table XVI 

HACKENSACK ELEMENTARY SCHOOLS COMPARED WITH FOUR OTHER SCHOOL SYS- 
TEMS ON THE STANDARDIZATION OF THE NUMBER OF CUBIC 
FEET PER PUPIL 













* 




»-^ 






* 


>H 




^ 


*_ 


^-A 


d 


^ 






1— % 


^ 


i 


B 




rt 


'iZi 


.^ 




cS 




en 






^ 


TS 




n 


CJ 






u 












<u 




rt 


03 


rt 




B 




ffi 


Ph 


Cl, 


W. 


< 


Per Cent Below Standard — 












On basis of Pupil Capacity, . 


0. 


10.7 






. . . , 


On basis of Enrollment 


0. 










On basis of 40 in Room, .... 


0. 


7-3 


36.8 


1.2 


7.14 


Per Cent At Standard— 












On basis of Pupil Capacity, . 


0. 


82.7 








On basis of Enrollment, 


0. 










On basis of 40 in Room, 


2. 


72.9 


55-9 


27.4 


83.04 


Per Cent Above Standard— 












On basis of Pupil Capacity, . 


100. 


6.6 






, , , , 


On basis of Enrollment 


100. 








. • . . 


On basis of 40 in Room, .... 


98. 


19.8 


7-3 


71.2 


9.82 



• Data secured from surveys of these school systems made by the Department of Educa- 
tional Administration, Teachers College, Columbia University, N. Y. C. 



52 



The Hackensack Schools. 



That the situation in Hackensack is far better on the two ele- 
ments of classroom area per pupil of pupil capacity and cubiture 
per pupil of pupil capacity than has been found in many other 
cities is shown in Table XVII. In this table are shown the facts 
for Faterson and Passaic, N. J., St. Paul, Minn., Amsterdam, 
N. Y., and Greensboro, N. C. 



Table XVII 
hackensack's conformity to standardization op the classroom area per 

PUPIL AS compared with THAT OE FIVE OTHER CITIES 



FL, 



iz; 



Ph 



PL, 



< 



u 



o 



Per Cent Below Standard — 
On basis of 

Pupil Capacity, 

Enrollment, 

40 in Room, 

Per Cent Standard — 
On basis of 

Pupil Capacity, 

Enrollment, 

40 in Room, 

Per Cent Above Standard — 
On basis of 

Pupil Capacity, 

Enrollment, 

40 in Room 



5- 

4. 

32. 



I. 
I. 

43- 



94- 

95. 

25- 



16. 

"eV 

73-5 
56". ■ 

10. 5 
38". ■ 



39-5 



49- 



2.5 



27. 



II. 6 I 70.4 



7.14 



!-75 



24.11 



20.5 



61. s 



18. 



* Data secured from surveys of these school systems made by the Department of Educa- 
tional Administration, Teachers College, Columbia University, N. Y. C. 

Another important element entering into consideration of the 
excellence of classrooms is the location of the classroom with 
resi>ect to exits and with particular reference to fire exits. Evi- 
dently very much consideration has been, given this problem in 
Hackensack. With the exception of School Building No. 2, the 
classrooms are in close proximity to exits which lead directly 
out of doors. This is most commendable and has been given 
due consideration in the rating of buildings. The smokeproof 
stairwells provided in the high school are particularly to be com- 



The; Hackensack Schooi^s. 53 

mended and should be made a part of any future buildings con- 
structed in Hackensack. 



THE NATURAL IIvEUMINATlON OE CLASSROOMS 

The standards for natural illumination provide that the glass 
area shall be one-fifth to one-quarter of the floor area; that the 
windows shall not be so far toward the front of the room that 
the children seated toward the back of the room must look into 
them ; that the windows shall not be so low as to produce a direct 
glare on the desks nearest the windows ; and that the light should 
come only from the left side of the room. Window shade>, 
preferably translucent, should be provided for all classrooms. 
These shades should be of the double hung type and should 
operate from the center of the windows for convenience and 
efficiency in the regulation of light. 

Nine and nine-tenths per cent of the elementary school class- 
rooms have a ratio of window area to floor area below standard. 
Fifty per cent have a ratio higher than 19.73 per cent. In the 
high school building all the rooms are standard or above in this 
respect. Light enters all of the high school classrooms from the 
left only. This is true in 66.7 per cent of the elementary school 
classrooms. In 29.6 per cent of the elementary school class- 
rooms light enters from the left and rear, and in only three rooms 
does light enter directly from the sides and front of the room. 
The median distance from the first window tO' the front wall is 
four feet in elementary school classrooms and three feet in the 
high school rooms. This permits too much light to fall directly 
in the faces of the pupils. The standard distance is five to seven 
feet. In the elementary classrooms the median height of win- 
dows from the floor is 36 inches. The median for high school 
rooms is 45 inches. In the elementary and high school class- 
rooms the median height of windows above desk tops is 15 
inches. Twelve inches and six inches is the median distance 
from the window top to ceiling in elementary classrooms and 
high schools respectively. The width of mullions varies from six 
and one-half inches in the newer buildings to six feet in the old 
buildings. 



54 



The Hackensack Schooi^s. 



In Table XVIII are found comparisons between Hackensack 
and other cities with respect to natural illumination of class- 
rooms. Although in some of Hackensack's buildings the situa- 
tion is not superior, the table shows that Hackensack is, with 
respect to its median situation, in advance of these other com- 
munities. 

Table XVIII 

RATIO OP WINDOW AREA TO FLOOR AREA IN HACKENSACK AND 
SEVEN OTHER CITIES 



PER CENT OF 
CLASSROOMS 



K 



m 



o 



cu 



f4 



to 



PLH 



Below Standard, 

Standard, 

Above Standard, 



60.4 

8.8 

30.8 



Per Cent of 

Classrooms lighted from 



Left 

Left and Rear, 

left and Right, 

Right and Rear, 

Right, 

(Less than % from) Front, . 
(More than ^ from) Rear,. 

(3) Sides, 

(4) Sides, , 

Rear, 

Left and Front, 

Overhead, 



66.7 
29.6 



3.7 



75-4 

5-3 

19.2 



59 
27. 

2. 

I, 

I. 

4.» 
• Q 

2.1 
.1 
■ 4 



64.8 

2.5 
32.6 



67.2 

6.2 

29.6 



48. 

24. 
I. 
5- 
3- 



17. 
45. 

0.5 

0.5 

0.3 

7. 
22. 

8. 

o. 
.2 

o. 

o. 



42. 
16. 

42. 



* Not given. 

In the equipping of classrooms much importance should be 
attached to the location of blackboards. One means of measur- 
ing the adequacy of the installation of blackboards is through 
the determination of whether the blackboard heights are such 
as to meet the needs of the children who use the classrooms. In 
Table XIX will be found a distribution of classrooms according 
to the height of the chalk rail from the floor. It is considered 
that a blackboard with a chalk rail 24 and 25 inches high is ap- 
proximately correct for the kindergarten, and that a blackboard 
32 and 33 inches high is approximately correct for the eighth 



The^ Hackknsack Schools. 55 

grade. With such standard heights for all grades, it is seen in 
table that 57 per cent of the blackboards in the elementary 
schools are above standard and 20.9 per cent of the blackboards 
below standard as to their height. The median heights and the 
average heights for each grade are shown in Table XX. Prob- 
ably no action can be taken by the Board of Education at this 
time to change this condition. It is well to bear in mind the fact 
that standardization in school buildings has even reached the 
point of this detail, and that in all future construction proper 
attention should be paid to this very important item. 



=;6 



The Hackensack Schooi^s. 






iOCMM 




1 1 1 


00 

1 

•d 
o 
u 

g 




-d-d 
•P-p-d 


CD 

1 


OH B 


•3 

O 


BOoms 
Booms 
Booms 



The Hackensack Schools. 



57 



Table XX 

HEIGHTS OF BLACKBOARDS IN HACKENSACK CITY SCHOOLS 
ELEMENTARY SCHOOLS 



Grade 



Medium height — in inches, 

Average height — in inches 

Minimum height — in inches 

Maximum height — in inches, 

Standard height — in inches i 

Per cent, of blackboards above 

standard height, 

Per cent, of blackboards below 

standard height 

Per cent, of blackboards standard 
height, 



Kdg'n. ist 



23-4 
23-S 

21. 
24. 

25 



17- 
83. 



23.58 
25.8 

23- 

32. 
25 
26 



2d 



23-78 

25.6 

24. 

31. 
26 

27 



27.3 18.2 

72.7 63.6 

o 18.2 



3d I 4th I sth I 6th 



30.S 
32-9 
26. 
42. 
27 
28 

77.8 

II. I 

II. I 



33-5 
33-4 
29. 

42. 
28 
29 

91. 



36.3 
34-2 
29. 

37- 
29 
30 

70. 



31-5 
27.1 
29. 
42. 
30 
31 

27-3 

9- 

63-7 



7th 



36.5 
36. 
36. 
36. 
31 
32 



Sth 



38.S 
39-7 
36. 
42. 
32 
33 



That Hackensack does not differ greatly from other school 
systems with respect to this condition is shown from Table XXI, 
giving conditions in other cities. 

Table XXI 

THE HEIGHTS OE BLACKBOARDS IN SIX CITIES 





1-^ 


* 


^ 


* 


* 






^ 


1—. 


^ 




d 


t^ 




M 


'^ 


a 

03 




^ 




HEIGHTS OE BLACKBOARDS 


03 


„ 


<u 




^ 








T3 










C 





ll 











<U 




<u 


B 








^ 


OJ 


CO 


Px 


03 






03 


s 
< 




OQ 


03 
PL, 


Per cent above Standard, 


57- 


64.7 


73- 


56.9 


78. 


67.9 


Per cent below Standard, 


2o.g 


16. 1 


16. 


23.4 


10. 


18.4 


Per cent at Standard, 


22.1 


19.2 


II. 


19.7 


12. 


13-7 





* Data secured from surveys of these school systems made by the Department of Edu- 
cational Administration, Teachers College, Columbia University, N. Y. C. 



THE SEATING OF CLASSROOMS 

Hackensack is extremely fortunate in having planned the seat- 
ing of its classrooms in such a way as to keep the number of 
elementary children under instruction at a point where the 
teacher does not feel overburdened. The median number of 
seats per room in the elementary school is 35. The median num- 



58 



The Hackensack Schooi^s. 



ber of seats per room in the hig-h school is 32. This number is 
excessive for the high school and re-emphasizes what has been 
stated above, namely, that the high school classes are over- 
crowded. 

In the elementary schools 86 per cent of the rooms have single 
adjustable desks and seats and 6 per cent of the rooms have 
tables and chairs adapted to the heights and needs of the chil- 
dren. The remaining 6 per cent of the rooms have the single 
non-adjustable type of desk. Apparently the school authorities 
in Hackensack have considered the full importance of provid- 
ing adjustable seats which will meet the needs of children of 
varying heights, Hackensack's conditions are very superior in 
this respect. 

Hackensack is to be congratulated upon having spent the time, 
money and energy needed to produce this desirable result. In 
Table XXII are given the facts which show how superior Hack- 
ensack is to others in this field. 

Tabi,e XXII 



THE PERCENTAGE OE ADJUSTABI^E AND NON-ADJUSTABLE SEATS IN THE EI,EM 


ENTARY 


CI,ASSROOMS OE EIVE CITIES 










* 




hA 








:^ 


^ 




»-> 




^, 




% 


"A 




ELEMENTARY SCHOOLS 


ol 




"^ 


c 


^ 




a 

















.§ 


J3 
03 


u 


to 




rt 


"rt 


a 


a 


cfl 




ffi 


m 





^ 


Oh 


Per cent of Rooms with — 












Adjustable Seats 


88.8 


3-8 


6.— 


50. 


41. 


Non- Adjustable (Single) Seats, 


6.1 


73.7 


94.+ 


IS. 9 


20.8 


Non- Adjustable (Double) Seats, 




22.5 




27.2 






S-i 










Adjustable and Non- Adjustable Seats, . 






5.2 


37.9 











Percentage of pupils in Baltimore. 



THE ARTIEICIAI. UGHTING OE CI.ASSR00MS 

In the elementary schools 27.2 per cent of the classrooms have 
no electric light provision. Nine and nine-tenths per cent have 
two electric lights in each room. Thirty and eight-tenths per 



The; Hackensack Schooi.s. 59 

cent have four electric lights and 32.1 per cent have six electric 
fixtures in the classroom. All of the classrooms in the high 
school have from one to four electric outlets. The gas lighting 
which has been provided in some of the classrooms in the older 
buildings is not satisfactory for classroom purposes and prob- 
ably never can be made satisfactory. Apparently the artificial 
lighting of classrooms has not received as much attention by 
school authorities as many of the other elements mentioned. 
Semi-indirect electric lighting, with fixtures which are affected 
to a minimum degree by the dust and dirt, is the lighting which 
meets with the approval of the best authorities to-day. As a 
rule, four of these fixtures do not suffice for the elementary class- 
room of maximum size. 

Nine fixtures located as shown in Chart 3 will provide the 
best conditions, not only at a period immediately subsequent to 
their installation, but during the entire life of the school build- 
ing. 

CIvOAKROQiMS IN CIvASSROOMS 

The cloakrooms of School No. 3 have been exceedingly well 
planned. They are under teacher control, are adequately lighted 
with natural light, and provide for a minimum of congestion for 
clothing of the children. The arrangement in the high school is 
also satisfactory in many respects and can only be made more 
satisfactory as lockers are provided as was originally intended. 

The cloakrooms of Fairmount School No. 4 are rated low, 
as are also those of School No. 2 and School No. 5. In the 
Fairmount school, for instance, four cloakrooms on the first and 
second floors (front) are very poorly ventilated and without 
adequate natural light. Such conditions may be the cause for 
the spreading of disease, and in the planning of new buildings 
it is the opinion of the Survey Commission that as much c^- 
sideration should be given the rooms in which children must 
hang their wraps as to the classrooms themselves. 

It is expected that the cloakrooms of the older buildings, such 
as School No. 2, will rate low. 



6o 



The Hackensack Schools. 



CHART No. 3. 



^^^^^^^^^BO/JfJD'' 



-GLA&S ROOM 




The: Hacki;nsack Schools. 6i 

coivor scheme oe ci^assroo'ms 

Among the pleasing features of the school classrooms are the 
wall finishing and decorations. These elements which add so 
greatly to the development of the aesthetic nature of school chil- 
dren are frequently given little or no attention. Ninety-three and 
eight-tenths of the classrooms of the elementary schools have 
the standard color scheme of cream and buff coloring. School 
No. 4 is the only one which varies from this desirable coloring. 
Here four rooms have two colors, white and buff, and one room 
has white and brown. The high school building has classroom > 
with cream or buff-tinted walls. The number and quality of 
pictures found upon the walls of classrooms, halls and audi- 
toriums speak well for the care used in making the school 
building interiors attractive. Hackensack clearly excels in school- 
room decoration. 

SPECIAI, ROOMS 

(Item V Strayer, Bngelhardt Score Card,) 

Under the changing social and economic conditions the increas- 
ing importance of introducing into the public school work a richer 
curriculum than that involving mere classroom recitation has 
been recognized. Hackensack gives evidence in the ;special 
rooms provided in its buildings that it has long felt that the 
limited curriculum of the regular classroom is no longer adequate. 
Hackensack, through the agency of the physical facilities pro- 
vided, is giving attention to the physical well being of the chil- 
dren in school, is giving opportunity for greater social contacts 
than are found in the classroom itself, and, in fact, is providing 
in some degree most of the special rooms which are deemed 
essential for elementary and high schools. 

The scores allotted special rooms show that Hackensack's 
special room facilities are rated higher, taken as a whole, than 
those of many other cities, although in no case is the rating more 
than loo points of the possible 140. Union Street School is 
rated lowest in its special room equipment. The special room 
facilities which have been deemed essential in the elementary 



62 



The Hacki;nsack Schooi^. 



schools of a large city are to be found in the following list 
which includes provisions for classrooms, special rooms and 
service rooms in an elementary school recently adopted for all 
new construction by the Board of School Commissioners. 



Table XXIII 

STANDARD PROVISIONS FOR CLASSROOMS^ SPECIAL ROOMS AND SERVICE ROOMS 
IN AN ELEMENTARY SCHOOL, BALTIMORE, MARYLAND 



Classrooms and Cloak 
Rooms 

1st Grade 

2d Grade 

3d Grade 

4th Grade 

5th Grade 

6th Grade 

Ungraded 
Principai, 

Office 

Storage 

Toilet 

Vault 

Storage Room 
Text Books and Gen- 
eral Supply 
Health Supervision 
Physician's Room 
Toilet 

Dressing Booths 
Dental Clinic 
Nurse's Room 
(Psychological 

Clinic) 
Toilet 
Teacher's Rooms 
Kitchenette 

Lunch and Work Room 
Rest Room 
Toilet 
Library 
Reading Room 



Kindergarten 
Assembly or Game 

Room 
Occupation Room 
Storage Room 
Toilet and Lavatory 
Cloak Room 

Auditorium- 
Gymnasium 
Main Floor 

Balcony 

Dressing Room 

Picture Booth 

Stage 

Director's Room 

Locker Rooms (Boys) 

Shower Baths (Boys) 

Store Room (under 
stage) 

Toilet (Boys) 

Locker Rooms (Girls) 

Shov^^er Baths (Girls) 

Toilet (Girls) 
Community Room 

Community Room 

Toilet 
Lunch Room (Pupils') 

Lunch Room (Pupils') 

Kitchen 
Household Arts 

Cooking Room 
Home Making Rooms 

Bed Room 

Dining Room 



Woodworking 

General Shop 
Playrooms 

Playrooms — Boys 

Playrooms — Girls 
Engineering 

Engineer's Room 
Toilet 

Air Washer Room 

Ash Storage 

Boiler Room 

Coal Storage 

Fan Room 

Heating Chambers 

Plenum Chamber 

Supplies (Oil, etc.) 

Supplies (General) 

Switch Board 

Work Room 
Service Department 
Janitress' Room 

Supply Closet 

Toilet 
Janitor's Room 

Supply Closet 

Toilet 

Slop Sink Closets 
Pupils' Service 

Bicycle Room 

Toilet Rooms (Boys 
and Girls) 



The provision for special rooms made in the junior high 
schools of three large cities is shown in the following table, 
which includes the provisions for Rochester, Detroit and Buffalo. 
It will be seen by a comparison of these lists that Hackensack 
is not over-supplied with special rooms, nor is this city offering 
all of the opportunities for special room activities which might 
be offered. 



Thej Hackensack Schooi^s. 



63 



Table XXIV 

CI,ASSROOM AND SPECIAI, ROOM PROVISIONS IN THE JUNIOR HIGH SCHOOLS O? THREE 

CITIES, I92I 




Auditorium, 

Balcony, 

Chair Store Room, 

Dressing Room — Boys', 

Dressing Room — Girls', 

Operator's Booth, 

Applied Science Room, 

Classrooms, 

Commercial Rooms, 

Bank, 

Bookkeeping, 

Penmanship, , 

Stenography, 

Typewriting, 

Conservatory, 

Fan Room, 

Gymnasium, 

Indoor, 

Locker Rooms — Boys', 

Locker Rooms — Girls', 

Outdoor (Playrooms), 

Showers — Boys', 

Showers — Girls' 

Industrial Arts — Boys : 

Art Room, 

Drawing — Freehand, 

Mechanical, 

Electrical, 

Garage, 

Machine Shop, 

Mill and Assembly Room, . . . 

Painting and Finishing Room, 

Printing, 

Sheet Metal Shop, 

Stock Room, 

Woodworking, 

Industrial Arts — Girls: 

Art Room, 

Arts and Crafts, 

Cooking 

Home-making, 

Millinery 

Pattern Making, 

Sewing, 

Kindergarten, 

Laboratory — Science, 

Laundry, 

Lecture Room, 

Librarj', 

Literature, 



+ 
+ 

+ 
+ 
+ 
+ 

4- 
+ 
+ 
+ 
+ 

+ 

+ 
+ 
+ 



+ 
+ 



+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 
+ 



+ 



+ 
+ 

+ 

+ 
+ 



+ 



+ 



+ 

+ 

+ 
+ 
+ 
+ 
+ 
+ 

+ 

+ 



+ 
+ 
+ 



+ 
+ 



+ 
+ 



+ 
+ 



+ 

+ 
+ 
+ 
+ 
+ 
+ 

+ 
+ 

+ 
+ 
+ 
+ 
+ 



+ 
+ 



+ 
+ 
+ 
+ 
+ 

+ 
+ 
+ 
+ 
+ 

+ 

+ 

+ 



64 



The Hackensack Schooi^. 



Table XXIY— (Continued) 



Locker Rooms, 

Lunch Rooms or Cafeteria, 

Boys, 

Girls, 

Teachers, 

Dining Room, , 

Private Dining Room, . . . 

Kitchen, 

Medical Rooms : 

Clinic 

Doctor's Office, 

Infirmary, 

Waiting Room, 

Office: 

Assistant Principal, 

Clerks, 

Principals, 

Visitors' Waiting Room,- 

Public Speaking, 

Rest Rooms : 

Men's, 

Pupils', 

Teachers', 

Women's, 

Science Rooms, 

Store Rooms, 

Janitors', 

Oil, 

Paper, 

Stock, 

Study Room — Teachers', . . . 

Toilets, 

Work Room — Teachers', . . 



Rochester 


Detroit 


+ 


+ 


+ 


+ 


+ 


+ 


+ 


+ 


+ 




+ 




+ 


+ 


+ 


+ 


+ 




+ 




+ 


+ 


+ 




+ 


+ 


+ 




+ 




+ 




+ 


+ 


+ 




+ 




+ 




+ 




+ 




+ 




+ 


+ 

1 



Buffalo 



+ 



+ 
+ 

+ 
+ 
+ 



+ 
+ 

+ 



+ 



Note — The facts for Rochester have been obtained from floor plan of the 
Jefferson Junior High School. 

The facts for Buffalo w^ere obtained from the floor plans of the Buffalo 
Junior High Schools reproduced in the School Board Journal, February, 
1921. 

The facts for Detroit are taken from blue prints of Detroit buildings. 

Symbol + = provision foY room has been made. 



PLAYROOMS 



The playrooms of the No. i School, with their low ceilings, 
limit the kinds of games that can be played there, and therefore 
are merely exercise rooms. Union School No. 2 has no room 



The; Hackknsack Schooi^s. 65 

which is used for play purposes. The two playrooms on either 
side of the auditorium in School No. 3 have been well conceived 
and are sufficiently large for group games and for calisthenics. 
With the physical director's offices adjacent, the equipment in 
this building 'may be considered high grade. School No. 5 
has one schoolroom in the basement called the playroom. It 
is limited in size. The concrete floor of this, as well as the other 
playrooms, lessens some of the good results that may come from 
physical activity. A wooden floor adds considerably to the c jm- 
fort and the physical returns. The three rooms in the basement 
of School No. 4, which were used as playrooms in the winter, 
are desirable assets to this school. The playrooms in this last 
school, as well as those in the other old schools, indicate that the 
Board of Education has made a very commendable effort to 
secure the play provisions where they were lacking, even though 
it was impossible to bring them up to the most desirable stan- 
dard. In all future elementary construction playrooms should 
be included in the original planning, and should be given a loca- 
tion in the building which will permit a maximum circulation of 
fresh air. 

The gymnasium provided in the high school meets a very 
great need. The provisions for physical directors' offices, for 
showers and locker rooms, are fairly conveniently planned. It 
is unfortunate, however, when this building was erected, that 
more space was not allotted to provisions for physical training. 
The gymnasium is not well located, is poorly ventilated and the 
shower and locker equipment is not adequate. When additions 
are made to this building, as is even now necessary, a maximum 
of attention should be given to the development of this school 
facility. 

SCHOOL AUDITORIUMS 

Schools Nos. I, 2, 4 and 5 have assembly rooms on the floor 
above the regular classrooms. In all modern construction, the 
assembly room is placed on the fi,rst floor or ground floor level, 
as has been done in School Building No. 3 and in the High 
School building. The auditoriums on the fourth floor of School 

5 HS 



66 Ti-iE Hackknsack Schools. 

No. 2 and on the third floor in the other old schools are very 
unsatisfactory. The administrative officers have done well to 
discontinue the use of the auditorium in School No. 5. Although 
in the other schools many safeguards have been erected in order 
to prevent disaster, auditoriums on top floors of school buildings 
can never be considered satisfactory. 

Loose seats and open fire escapes, the value of which is ques- 
tioned, add to the hazard involved in the use of these auditor- 
iums. The auditoriums of School No. 3 and the High School 
contrast greatly with the auditoriums of the older buildings. 
The commodious stage, the dressing rooms and the equipment 
furnished ajfford opportunities which are lacking in the other 
schools. The motion-picture equipment in these schools, as well 
as that which has been installed in School No. i, is the equip- 
ment that ought to be provided in every school building. 

In the High School the Board of Education has sought to 
utilize the balcony of the auditorium as a study room. In many 
ways this has proven to be very satisfactory. The heating and 
ventilating of this balcony, when it is closed off from the rest of 
the auditorium, has proven, however, to be very unsatisfactory. 
Without doubt the room proves to be a better study room in the 
winter than in the summer. In any future construction, if 
similar study hall provisions are made, it becomes necessary to 
give far greater consideration to the heating and ventilating than 
has been done in this case. It will be wise to give this matter 
attention at this time. 

LIBRARIEIS 

Schools Nos. I and 3 have a room used for reading and refer- 
ence work. These rooms are small and provide little table space 
for library work. It will be wise, in all future construction, to 
provide ample library space in elementary schools. It may even 
be desirable, when new classrooms are added to the school sys- 
tem, to set aside one classroom in the present school buildings as 
a library room. Children should be given a maximum of oppor- 
tunity in school to come in contact with all kinds of desirable 
books and literature. This opportunity cannot be given in the 



Thb Hackensack SCHOOI.S. 6f 

ordinary classroom to the degree that can be done in a library 
room. 

The library room of the high school building suffices for a 
small high school enrollment. It will prove inadequate in size 
as the high school grows, if it has not already done so. The 
Board of Education should expend a maximum of effort in in- 
creasing the value of this library by making generous contribu- 
tions for library books and by maintaining its contributions for 
the good current literature which is in evidence here. 

LUNCH ROQiMS 

Lunch rooms have been provided in the High School and in 
School No. 3. In the planning of the high school building the 
lunch room was located in the basement where it is adequately 
lighted and does not present the wholesome atmosphere that 
should prevail in such room. The lunch room should be one 
of the most attractive rooms in a high school and should be 
utilized by the school staff, not only as a place for the mere con- 
sumption of food, but also for securing for children the social 
and educational values which may result from high grade 
physical conditions and proper instruction during this period. 

The lunch room of the No. 3 school was found necessary after 
this building was utilized as an upper-grade center. Much effort 
has been expended in endeavoring to make the lunching condi- 
tions here satisfactory, 

GPl^ICKiRS'' ROOMS 

The offices of the supervising principal in School No. 3 have 
been well planned and are suited for the needs of the chief 
officer of the school system. In the High School the offices are 
small and are not well planned. With the increase in size of 
this building these offices will prove to be inadequate. 

In School No. I the principal's offices are on the first jfloor at 
the left of the main entrance. In School No. 4 and No. 2 the 
office provision is on the second floor, and in No. 5 it is off of 
the first floor. In all cases the principals' offices show evidence 
of the kind of record-keeping and administrative activities which 



68 Thi; Hackensack Schooi^s. 

are highly essential to the success of a school. Equipment, such 
as mimeographs, filing devices, typewriters and the. like, is being 
well used. The offices, however, in the older schools are small 
and the arrangement is not entirely satisfactory. Such is par- 
ticularly true in School No. 5. The Board of Education will 
find it profitable to continue to supply the administrative officers 
all of the essential equipment for their work. As added equip- 
ment tends to make more convenient the administrative work of 
an officer, to the greater degree will supervision be done by these 
officers. There is every evidence that the principals are anxious 
even to increase the amount of supervision of classroom instruc- 
tion which they are to-day doing. 

TEACHERS'' ROOMS 

There should be rooms in every school building which are set 
aside distinctly for teachers' use. Such provision has been made 
only partially in Hackensack. Where a room for teachers has 
been provided it should be equipped with rugs, wicker rockers and 
chairs, reading table, stand, couches, washbowl and toilet. 
Whenever such a room serves a double purpose its value as a 
teachers' rest room or study room decreases. The high school 
has rooms devoted to men and women teachers and also a room 
devoted exclusively to^ nursing and pupil rest. This is the pro- 
vision that ought to be made in every large elementary as well as 
high school building. 

janitors' AND SUPPLY ROOMS 

In the planning of school buildings, not sufficient attention is 
given to the needs of the school caretakers. A small workroom 
where minor repairs can be done and also' a janitor's room lo- 
cated near the boiler room, equipped with washbasin, sink, tele- 
phone and supply cabinets, should be provided in every new 
building. In certain degrees are these standards met in Schools 
No. I, 3 and 4 and the High School. The provision in No. 2 
and in No. 5 is entirely inadequate. In the new buildings, No, 
3 and the High School, high-grade provision has been made for 



Ths Hackensack Schools. 69 

the storage of educational supplies and for text books. In the 
older buildings, this provision is also inadequate. Such supply 
rooms should be in close proximity to the principal's office and 
it should be so possible to arrange and plan them that the detail 
work of the principal in connection with the handling of supplies 
may be reduced to a minimum. The Board of Education should 
seek every opportunity for improving the supply room facilities 
in the older schools. 

LABORATORIES 

The standard laboratories for an elementary school are an 
industrial arts shop for boys and a household arts suite of rooms 
for girls. The laboratories of a high school depend entirely 
upon the curriculum that is being followed. In rating the labor- 
atories of the school buildings of Hackensack, the highest credit 
was given the high school and the lowest credit to School No. 2. 
The general plan and the equipment of the science laboratories 
in the No. 3 school and in the high school, and the drawing room 
provision in the high school are very satisfactory. The indus- 
trial arts equipment and the household arts equipment are not as 
satisfactory as they can be made for the city of Hackensack. 



The Measurement 

OF THE 

Classroom Achievements of Children 

Reading 

Handwriting 

English Composition 

Spelling 

Arithmetic 

Algebra 

Latin 



(71) 



CONTENTS 



PAGE 

Silent Reading, 75 

Grade Distribution of Silent Reading Scores, 80 

Comparison of Scores by Ages, 83 

The Quality of Handwriting, 85 

The Measurement of English Composition, go 

Spelling, 97 

Age Distribution of Spelling Ability, 99 

Arithmetic Tests, 102 

Distribution of Woody Scores by Ages, 112 

The Courtis Tests in Arithmetic, 113 

The Distribution by Schools, 114 

Distribution of Courtis Scores by Ages, 117 

Stone Reasoning Tests in Arithmetic, 119 

Algebra, 122 

Latin, 125 

Table. tables. page. 

L Grade and School Summary of Reading Scores, ^^ 

IL The Comparison Between the Achievements in Silent Reading 

in Hackensack and in Other Cities, 78 

in. Grade Distribution and Summary of Reading Scores — Thorn- 
dike-McCall Silent Reading Scale — Form No. i, June 3d, 

1921, 82 

IV. Comparison of Hackensack with Baltimore in Silent Reading — 

Thorndike-McCall Reading Scale, 84 

V. Scores in Silent Reading — Grades 3 to 12 — Hackensack, N. J., 

June, 1921, DistributeiLAccording to Ages, 85 

VI. Distribution of Handwriting Scores by Grades, 87 

VII. Handwriting Scores — Comparison by Gredes with Other Cities 

(Thorndike Handwriting Scale) , 87 

VIII. Distribution of Handwriting by Ages, 88 

IX. Distribution of Scores of Hackensack, N. J., Elementary 
Schools (Grades 3 to 12) on English Composition, Scored 

by the Nassau County Supplement to the Hillegas Scale, 95 
X. Distribution of Scores of Hackensack, N. J., Elementary 
Schools (Grades 3 to 9) on English Composition, Scored 

by the Nassau Cotmty Supplement to the Hillegas Scale, 95 
XL Comparison of Hackensack Elementary Schools with Schools 
in Other Cities in English Composition — Scored by the 

Nassau County Supplement to the Hillegas Scale, 96 

XII. Comparison by Grades of Spelling Scores in Hackensack and 

Elsewhere, 98 

» (72) 



The Hackensack Schooes. 73 

Tabm Page. 

XIII. Grade and School Summary of Spelling Scores — Median Num- 

ber of Correctly Spelled Words from a list of Twenty- 
five Words Selected from Buckingham Extension of 
Ayres Spelling Scale, 99 

XIV. Comparisons by Ages of Spelling Scores — Hackensack and 

Baltimore lOO 

XV. Distribution by Grades and Scores — Woody Addition Tests — 

Series B., 105 

XVI. Distribution by Grades and Scores — Woody Subtraction Tests , 

—Series B., 106 

XVII. Distribution by Grades and Scores — Woody Multiplication 

Tests— Series B., 107 

XVIII. Distribution by Grades and Scores — Woody Division Tests — 

Series B., 108 

XIX. Hackensack Arithmetic Scores Compared with Six Other 

Cities — Woody Tests — Series B., 109 

XX. Hackensack Arithmetic Scores Compared with Six Other 

Cities^Woody Tests — Series B.— Subtraction, 109 

XXI. Hackensack Arithmetic Scores Compared with Six Other 

Cities — Woody Tests — Series B. — Multiplication, no 

XXII. Hackensack Arithmetic Scores Compared with Six Other 

Cities — ^Woody Tests — Series B. — June, 1921 — Division, . . no 

XXIII. Comparison of Scores in Hackensack and Other Cities by 

Grades — Courtis Arithmetic Test — Series B., 118 

XXIV. Distribution of Scores in Courtis Arithmetic by Schools, .. iiS 
XXV. Distribution of Scores in Arithmetic by Ages — Courtis Re- 
search Test — Series B., 1 18 

XXVI. Results in Stone Reasoning Tests, 120 

XXVII. Comparative Scores in Hotz Algebra Tests — Series B., 123 

XXVIII. Distribution of Henmon Latin Sentence Scores by Years 
of Study and Distribution of Henmon Latin Sentence 
Scores by Grades, 126 

CHARTS. 
Chart. Page. 

1. The Graphic Comparison in Silent Reading Attainments Between 

Hackensack and Other Cities, 79 

2. Distribution of Hackensack Reading Scores by Ages — Thorndike- 

McCall Reading Scale — Form i, 80 

3. Comparison of Hackensack Median Scores in Handwriting with 

Other Cities — Thorndike Handwriting Scale, 89 

4. Distribution of Handwriting by Ages in Hackensack — Thorndike 

Handwriting Scale, 90 

5. Comparison of Hackensack Median Scores with Other Cities in 

English Composition — Scored by Nassau Supplement to Hillegas 
Scale, 96 



74 Th]J Hackensack SchooIvS. 

PAGE. 

6. Distribution of Hackensack Scores in Spelling by Ages — 25 Se- 

lected Words — Columns H-F — Buckingham-Ayres, loi 

7. Comparison of Hackensack Achievements in Spelling by Grades 

with Baltimore and Standards — Selected List— 25 Words- 
Column H-F — Buckingham-Ayres, 102 

8. Comparison of Hackensack Grade Scores in Arithmetic with Woody 

Standard, m 

9. Distribution of Hackensack Median Scores in Arithmetic — Woody 

. Tests— Series B, 112 

10. Comparison of Hackensack Scores in Courtis Arithmetic Test — 

(Series B)— With Average City Standdfcis, 116 

11. Distribution of Scores in Arithmetic by Ages— Courtis— Series B, 119 

12. Comparison of Hackensack with Standards and B^te in Stone 

Reasoning Test in Arithmetic, .'.. 121 

13. Median Grade Scores of Various Hackensack Classes in Hotz 

Algebra Tests— Series B., 124 



The Measurements of the Classroom Achieve- 
ments of Children 



SILENT re;ading 

Much of the instruction in the grades of a public school sys- 
tem can only function to the degree that children are able to 
interpret the printed or written page. In order tO' ascertain 
whether the children of Hackensack have acquired ability in in- 
terpreting paragraphs of the difficult kind with which they daily 
come in contact, a scale was applied for the purpose of measur- 
ing their ability in silent reading. The scale used was the Thorn- 
dike-McCall Reading Scale for the Understanding of Sentences, 
Form I.* This scale was applied to classes beginning with Grade 
3B and ending with the senior class of the high school. A total 
of 1,400 children were tested with the use of this scale. An ef- 
fort was made to secure a fair sampling of the children of all 
abilities in all of these grades. 

The Thorndike-McCall Reading Scale consists of a number 
of paragraphs graded in difficulty. The first paragraph is read 
with ease by average children in all grades but the last presents 
difficulties in its interpretation to even the best children of the 
senior high school grade. A certain number of standardized 
questions are asked with respect to each paragraph and the chil- 
dren are rated on their answers to these questions. The simplest 
paragraph with its questions is given below. The most difficult 
paragraph, which is a selection from one of Coleridge's poems, 
is also given here. 

(Simplest Paragraph.) 

Thorndike-McCall Reading Scale, Form I. 

On Monday Dick saw a red fox, a gray squirrel and a black snake in the 
woods. The next day he saw a brown rabbit and five brown mice in the field. 
He killed the fox and all the mice, but let the others live. 

1. What was the name of the boy who saw the mice ? 

2. On what day did he see the mice ? 

3. What color was the fox ? 

* Thorndike-McCall Reading Scale, Bureau of Publications, Teachers College, Colum- 
bia University. 

(75) 



76 The Hackensack Schooi^s. 

(Last Paragraph) 
Coleridge 
I see thee pine like her in golden story 
Who, in her prison, woke and saw, one day, 
The gates thrown open — saw the sunbeams play 
With only a web 'tween her and summer's glory; 
Who, when the web — so frail, so transitory. 
It broke .before her breath — had fallen away, 
Saw other webs and others rise for aye, 
Which kept her prisoned till her hair was hoary. 
Those songs half-sung that yet were all divine — 
That woke Romance, the queen, to reign afresh — 
Had been but preludes from that lyre of thine, 
Could thy rare spirit's wings have pierced the mesh 
Spun by the wizard who compels the flesh. 
But lets the poet see how heav'n can shine. 

32. What appeared after a similar thing disappeared ? 

.33. What word not in the last three lines, although in the last six lines, indi- 
cates a failure to attain perfect poetic truth ? 

34. State in ordinary English just why the songs lacked perfection 

35. Whose songs were half-sung ? 

The scores on this scale run from 22 to 89, 22 being the lowest 
possible score and 89 being the highest possible score. The aver- 
age or mean scores obtained by the Hackensack pupils during 
the first week in June, 1921, were those shown in Table I. 

Table I 

GRADE AND SCHOOL SUMMARY OF READING SCORES 

Thorndike-McCall Reading (Form No. 1) — June 3d, 1921 





3D 4TH 
GRAD5 GRADS 

1 


STH 
GRADE 


6TH 
GRADE 


7TH 
GRADE 


8th 

GRADE 


School 


B 


A 


B 


A 


B 


A 


B 


A 


B 


A 


B 




S 

u 


d 

CO 


73 


< 






E 

U 


< 
d 




28.2 
32.3 


32-S 
37-0 


34-9 

40.3 


38.0 
44.1 
42-3 
40.8 


37-9 
43-7 
46.5 
45-7 






















48.8 
49.6 


49.4 
Si-i 

52. S 


53-2 
51.0 
55-1 
















48.6 


47-7 


S7-3 


56.2 


61. 5 


55-9 


4 

s 


35.8 
34-1 


38.6 
36.3 


40.3 








































Years, 


I 


II 


III 


IV 




High School 


61.0 


64.6 


66.5 


72.4 















The: Hacke;nsack Schools. 77 

The tests were given in classrooms selected at random. Not 
all children were tested but selections were made from all schools. 
Table I shows the differences in results by grades and schools. 
It will be noted that School No. i ranks uniformly low in all 
its grades and that the honors for highest ratings are divided be- 
tween Schools No. 2, No. 3 and No. 4. In a few instances, 
irregularities in progress occur. For instance, Grade 5B, School 
No. I, ranks slightly lower than Grade 4A of the same school. 
Grade y*A Commercial ranks slightly lower than 7B Academic. 
In the majority of instances, progress is shown from one grade- 
section to the next higher, although such progress is by no means 
regular. The greatest regularity in progress is shown in the high 
school. 

This test has been given at different periods of the year in other 
cities. The reading scores for all of these cities have been cor- 
rected to June 1st of the year in which they had been given on the 
assumption that progress between the date of the test and June 
1st would, in each grade, be at the same rate as progress made 
before the test was given. 

Table II gives the comparisons between the achievements in 
silent reading in Hackensack and in these other cities in which the 
tests were given. 

Chart I shows a graphic comparison in these silent reading at- 
tainments between Hackensack and the other cities. 



78 



The Hackensack Schooi^. 



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The Hackensack Schooes. 



79 



CHART No. I 
DISTRIBUIION OF EKADIHG SCORES OF MCKKHSACZ. 

SCHOOIS BY GBADBS - THORBBIKS-MOCAII. EEADIHG SCALB 
T doores June 19S1 Sdrlea 1 

80 I — r 1 1 1 i 1 — —I 1 1 1 — I ecy 



70 
60 
60 
40 

20 

10 





--4 > ■.'^^_1_ 



4 6 6 7 

Blem^atasy Grades 



I II III 
High Sohool 



IV 



Leg«ad: 
B Seotlon • 
A Seotion 
Hl^ School 
Baltimore 



33 WlBOOnain ' ' ' ' ' ' 
Cities 



Haclcensaok 



70 
60 
60 
40 

30 
20 
10 



In Table II are included the results from Baltimore, Md., Pat- 
erson, N. J., St. Paul, Minn., Louisville, Ky., and thirty-three 
Wisconsin cities. Hackensack does not rank first among the 
cities in any one single grade, except Grade 5. In other grades, 
it ranks third, fourth or fifth in this group. 

It should be borne in mind that the Hackensack scores are for 
grade sections and the scores for the other cities are for entire 
grades. All scores have been calculated as of June ist. Again 
from this table, it seems that good progress is being made from 



8o 



The Hackensack Schools. 



grade to grade except in the transition period from Grade 6 to 
Grade 7B. It may be said in general that the average ability in 
silent reading of the pupils of Hackensack is as high as that of 
pupils in other schools. The graphic comparison in Chart 2 shows 
this relationship, 

CHART No. 2 

DISTRIBUTION OF HACKENSASK READING SCORES BY AGES 

Thorndike-McCall Reading Scale— Form i 



80 


- 
























.'-' 


- 




- 


















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^"^ 






- 


60 

50 


- 














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^'' 




















- 


30 
20 

10 





** 
^ 


- 


























- 


- 


























- 


- 


























- 



10 



11 



13 



14 



Agee 7 8 

Legend: 

Solid line represents Hackensack ^cMevemeats 
Dotted line represents tentatlTe age norm^ 



SO 



10 



18 19 



GRADE DISTRIBUTlOiN OF SIEENT READING SCORES 

In Table III the facts summarized in previous tables are given 
in the form of a distribution of all of the scores obtained. It 
will be seen that some children in Grades 3 and 4 scored zero on 
this test, while other children in the same grades scored at 47 or 
above. The very significant fact about this table is that there is 
great overlapping between the grades. Some children in the 3d 
Grade have proved their ability to read silently as well as chil- 



The Hackensack Schools. 8i 

dren in the 7th Grade. In fact, there are children in the 7B 
Grade who secured a score as low as 36, while the highest score 
in the 3d Grade was 47. There was one pupil in the upper year 
of the high school who secured a perfect score and others who 
secured very high ratings. The wide distribution in scores em- 
phasizes the need for further differentiation of children accord- 
ing to abilities and instruction according to abilities in all grades. 
Hackensack has already begun a program tending in this direc- 
tion, and it is to be hoped that more intensive classification of 
children will be continued. 



6 H s 



82 



The Hackensack Schooes. 



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w 


w 


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05 


i^ 


w 


u 


D 


a 


(/J 




a 




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hH 



M • H (-) N t^ c<l O\00 N M 



MMNrJ-rOi-iOfCOOOO 



to M CO <S COOO ^ t^ ► 



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CO M N \0 00 0\V0 00 VO 'i- Tt- 



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f) N M 00 M O -^OO ■* O\00 Tj- 11 N M H 



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01 lO E^ Tfvo ^ u-j\0 00 lo -^VO CC^a rfOs-^cocOM M 01 



Tpie Hacke;nsack Schools. 83 

In Appendix A will be found the distribution of scores for 
each section of each grade in which the test was given. The wide 
differences discovered in any one section and the great overlap- 
ping between grades in individual schools bear out the need for 
this more intensive classification mentioned above. 

COMPARISON Q]? SCORES BY AGES 

Because of the different methods employed in cities in other 
states in the grading of children, an age comparison of scores is 
more satisfactory. Unfortunately, age data are not available for 
any city, except Baltimore, on the Thorndike-McCall Reading 
Test. 

Table IV gives the age results for Hackensack and for Balti- 
more. In the case of Hackensack the scores are given by ages 
for elementary schools, by ages for the high school and by ages 
for the entire school system, combining the elementary and high 
school groups. It will be noted that the children in the high 
school do better work than the children in the elementary school 
of the same ages. In fact, the differences in scores between 
these two groups are very marked. It will also be noted that the 
Baltimore scores for children in the elementary school, 7, 8, 9 
and 10 years old, are higher than the scores for the children of the 
same age in the Hackensack elementary schools. The elementary 
children, beginning with the i i-year olds, are better able to read in 
Hackensack than children of the same ages in B^altimore. It is 
difficult to account for the low scores in Hackensack in the early 
ages, 7 to 10. Baltimore has a very large proportion of foreign 
children, probably even a greater percentage than Hackensack. 
Apparently greater stress is laid upon reading ability in the 
lower ages in Baltimore than in Hackensack. The differences 
in ability found in the elementary and the high school between 
children of the same age group point out that in Hacken- 
sack the brighter children move more rapidly into the high 
school than the children who are less bright, and also indicate 
that the Hackensack High School is a selective agency selecting 
children of ability rather than children of low capabilities regard- 
less of the age of the child. 



84 



The Hackensack Schools. 



Table IV 

COMPARISON Ot HACKENSACK WITH BALTIMORE IN SILENT READING* 

Thorndike-McCall Reading Scale 





AGES 




7 


8 


9 


10 


II 


12 


13 


14 


IS 


16 


17 


18 


19 


20 


Hackensack Ele- 
mentary Schools, 
Hackensack High 


36.1 


36. 5 


39-0 


42.6 


47-5 


50.1 
59-0 

50. S 

48.1 


Si-3 
63.9 

SI. 8 
So.o 


52.1 
62.3 

54-4 
SO.S 


49.0 
6s.i 

S9.S 
49.1 


53-5 
68.1 

67. 5 

53. 6 



70.2 

70.2 
45-0 


59-0 
68.1 

67. S 



65.0 

6s. 



7S-5 

75.5 


Hackensack Ele- 
mentary and 
High School, . . 

Baltimore Ele- 
mentary Schools, 


36.1 
40.7 


36. 5 
40.7 


39.0 
41.6 


42.6 
43-8 


47-5 
46.0 









* As computed June, 1921. 

Table V shows the age distribution of scores in the elementary 
grades and high school combined. It will be noted that one 14- 
year-old child scores as low as an S-year-old child, and that there 
is one lo^-year-old child that scores as high as a 20-year-old 
child, and that there are many children of the ages 9, 10, it and 
12 who rate as well, as measured by this test, as children 16, 17, 
18 and 19 years old. These facts have a very vital bearing upon 
the classification of children in the school. They point out that 
the commonly accepted grade classification on an age basis is no 
longer a satisfactory means of grouping children. More and 
more should Hackensack develop a program for classification 
and grading of children which will involve the mental abilities of 
these children as well as their chronological ages. 

The age distributions for the high school and elementary 
schools taken separately are shown in Tables B and C of the 
Appendix. 



The; Hackensack Schooi^s. 



TABI.E V 

SCORES IN SILENT READING GRADES 3 TO 12 — HACKENSACK, NEW JERSEY 

JUNEj I92I — ^DISTRIBUTED ACCORDING TO AGES 



Number of 


T. Scores 


AGES 


Correct 
Answers 


7 


8 


9 


10 


II 


12 


13 


14 


IS 


16 


17 


18 


19 


20 




22 

26 
27 
28 
28. s 

29 
30 
31 

3I-S 
32 
33 
34 

36 
37 
38 
40 
41 
43 
45 
47 
49 
SI 
S3 

ss 

S7 
S9 
61 

^5 
69 

74 
77 
80 
84 


3 


I 
3 
2 

I 
4 
I 
4 
S 
■; 


I 
I 
I 
3 
2 
I 
2 
S 
























I, 


2 
4 
2 
1 
I 

I 


2 
2 


















2, 




















3, 


I 


















4, 


















5, 




















6, 




















7, 






I 
















i, 
















9, 


11 11 ■; f d. 






















10, 


...\ i;! d.! 2I il 1 =. 




II 


I 

2 

3 
I 

2 
2 

I 

I 
I 


4 
7 
9 
8 
10 

8 
4 
7 
3 
4 
2 

I 


10 
8 

12 
13 

9 

7 
10 

14 
11 
10 
13 
9 
4 
4 

2 
I 


2 
9 
9 
9 

2 

17 

9 

12 

10 

14 

21 

4 

5 

9 

8 

S 

3 


I 

2 

7 

2 

I 

8 

6 

II 

10 

9 

12 

7 
14 
17 
16 

7 
10 


2 
2 
I 
3 
2 
6 
S 
I 
6 

10 
8 

16 
9 

II 

IS 
9 
9 
8 
4 
4 
2 


4 
2 
I 
3 
3 
2 
S 

i^ 

7 

II 

II 

14 

10 

5 

8 

7 

4 

3 

I 


3 
2 
S 
8 
S 
6 
3 
6 
13 
8 

I 
I 


I 












12, 












13 














14 














IS, 


I 

I 

I 












16, 












17, 




18, 












19, 












20, 


2 
2 
1 
6 
7 
2 
2 
S 
3 
7 
3 
7 
3 
2 












21 










22 












23, 














3 

2 

10 
6 

16 
9 
9 
2 


I 
2 
I 
I 
11 
4 
8 
I 
6 
2 

37 
70.2 


I 

I 
I 
2 
3 

4 
3 

' '" 

IS 
67T5 


2 








26 




27, 




28 












2 


S 

I 
2 




30, 




31, 












32 




33, 
















34, 




































126 


82 


S6 


S9 
67"^ 






20 


112 


167 


168 


158 


136 


2 


2 




36.1 


36.5 


39.0 


42.6 


47-S 


50.S 


51.8 


S4-4 


S9.5 


6S-o 


7S-S 



Thorndike-McCall Reading Scale. 



THE' quaeity oe handwriting 

In the Hackensack schools a system of handwriting has been 
used as a basis for instruction in this field which lays stress, at 
the beginning, upon the hand movement of the child rather than 
upon the quality of handwriting itself. That this system of 
instruction operates in this manner is quite clear from Table VI, 
which gives the scores allotted to the handwriting of the Hack- 
ensack children. 



86 The Hackensack Schooi^s. 

In order to measure the handwriting in Hackensack, the 
handwriting of the compositions which the children were asked 
to write was used. One thousand five hundred and sixty-eight 
compositions were scored for the quahty of the handwriting 
employed. When preparing for the composition test the chil- 
dren were told that their handwriting would also be scaled. In 
other words, it is clear that the handwriting that was being 
measured was that which children wished to have considered as 
their best effort when doing composition work. 

The Thorndike Handwriting Scale was utilized in scoring. 
The steps in this scale run from Score 4 to Score 18. In scor- 
ing each handwriting sample, three judgments were taken by 
comparing such sample directly with the samples on the hand- 
writing scale. The median of the three judgments was used as 
the final score allotted to each sample. The quality of the hand- 
writing alone was judged. From this method speed itself could 
not be determined. There was no time limit placed upon the 
writing and children were not writing the same sentences. The 
scores show a very satisfactory growth from the 4th Grade 
through the senior grade of the high school. The handwriting 
in the 3d Grade is rated higher than that of the 4th and 5th, 
largely because the children of the 3d Grade have not yet lost 
their ability to form letters because of their desire to acquire a 
movement which will increase their speed as well as quality. 

In grades below the 7th, Hackensack is lower than other cities 
in which this same scale has been applied. It is possible to com- 
pare Hackensack with P'aterson, Newark, Chatham, Nassau 
County, Baltimore and Des Moines, as has been done in Table 
VII. Grade 7 and 8 (Hackensack) are rated higher than Grade 
7 and 8 of four other of these school systems, but lower than 
two others. 



Thi; Hackensack Schools. 



87 



TABI.E VI 

DISTRIBUTION OF HANDWRITING SCORES BY GRADES, HACKENSACK, NEW JERSEY 

JUNE, I92I 

(Thorndike Handwriting Scale) 



Scores 


EI.EMENTARY GRADES 


HIGH SCHOOL 




3 


4 5 


6 7 


8 


I 


II 


i„ 


IV 


Total 


Sj 




I 

17 
64 
80 

3 




















6, 


7 
6S 

n 

I 


21 

52 

S8 

44 

17 

4 


I 
II 
43 
S3 
27 
14 
10 

3 














46 
152 
254 
217 

98 
173 
239 
213 


7, 


3 
26 
IS 

25 

40 
25 
19 

S 

I 


I 
3 

ID 

5 
34 
24 
32 

14 

I 

10 










8, 


I 

9 
43 
79 
52 
31 
6 
3 


2 

2 

22 

37 

% 

7 
4 


2 
7 
8 
16 
22 
12 
II 


5 

7 

14 

27 

24 

22 

7 

4 

2 








12 


13 






I 


















16, 














































Total Number, 


134 


202 


197 


162 


159 


134 


224 


166 


78 


112 


1.568 


Median, 


8.1 


7-7 


7-9 


9.0 


11.8 


12. 1 


12.3 


12.8 


11.8 


12.6 









TabeE VII 

HANDWRITING SCORES 
COMPARISON BY GRADES WITH OTHER CITIES 

(Thorndike Handwriting Scale) 



City 


EI-EMENTARY GRADES 


HIGH SCHOOI, 




3 


4 


5 


6 


7 


8 


1 \ 
I 1 II 1 III 1 IV 


Hackensack, N. J., 

Paterson, N. J.,* 


8.1 


7-7 
9.1 
9.9 
9-3 
9.0 
8.5 
8.1 


7-9 
10.7 
II-5 
10.3 
10. 
9-3 
8.4 


9.0 
11 . 1 
II. 9 
11.7 
10.5 

8.9 


II. 8 
10.4 
12.2 
12.8 
II .0 
10.6 
9-5 


12. 1 
10.9 
13.2 
13-3 
II .0 
10.6 
10.0 


12.3 


12.8 


II. 8 


12.6 


Newark, N. J.,* 












Chatham N. J.,* 












Nassau County, N. Y.,* 












Baltimore, Md.,t 










Des Moines, Ia.,t 

























* See Paterson, N. J., Survey, Bureau of Publications, Teachers College Colum- 
bia University, N. Y. C. 

t See Baltimore, Md., Survey, Board of School Commissioners, Baltimore, Md. 

When compared with the standard scores which have been set 
up by Starch, Hackensack is shown to be low in Grades 4, 5 and 
6, but to be high in Grades 7 and 8. Starch's figures result .from 
administration of this scale to the handwriting of about 4,000 
pupils in eight cities at the end of the school year. 



88 



The Hackensack Schools. 



4 
7-1 



5 
7-9 



GRADES ■ 
6 



7 
II. 8 



12. 1 



Hackensack, June, 1921, 8. 

Starch's Standard at the end of 
school year on Thorndike Hand- 
writing Scale, 8.2 8.7 9.3 9.8 10.4 10.9 

This increase in quality of handwriting in the 7th and 8th 
Grades may be considered a defense for the system that is being 
used. However, studies should constantly be made in Hacken- 
sack to discover whether too much time is being spent in the 
lower grades in order to sqcure the results indicated above. 
It may become clear from an extensive investigation in this field 
that less time spent in handwriting will produce equivalent 
results, or that a concentration of effort in the lower grades will 
produce better results earlier than are now secured. 

Chart ni represents graphically some of the data of Table 
Vn, indicating that handwriting presents a problem for con- 
siderable study on the part of the teaching staff. 

In Table VIII may be found the age distribution of handwrit- 
ing scores. At ages 7 and 18 and above are too few cases to be 
significant. The progress is constant from age 8 to age 14, 
although not uniform. The drop at age 15 is difficult to explain. 
Chart IV represents the age distribution. 

: ' Table VHI 

distkibution of handwriting by ages 
hackensack public schools, june 7th, i92i 



















AGE 
















Score 


7 


8 


9 


10 


II 


12 


13 


14 


IS 


16 


17 


18 


19 


20 


TOTAL 








I 
I 
7 
26 
13 
4 


I 

3 

13 

II 
15 
I 
I 
I 
3 
I 
























6 


I 


3 
12 

24 
12 
2 

I 


3 

7 

IS 

22 

IS 

4 

5 

4 

3 

2 
























6 

IS 

20 

1 1 

12 

24 

12 

9 

3 

2 


I 

ID 
22 

23 

26 

13 

1 

I 


3 

7 

3 

22 

33 

S2 
29 

4 
7 


I 

3 

8 

33 

47 

43 

21 

S 

3 












SO 
107 
128 


8 


5 
2 

I 


I 

4 

S 

IS 

37 

42 

21 

3 

2 












7 

7 

13 

18 

17 

14 

2 

I 

I 


I 
I 
S 
9 
7 
5 
3 
I 
I 


I 

I 

I 






66 




123 
198 






















116 










23 
18 


16 
















































Total 


9 


54 


S2 


SO 


80 


114 


120 


160 


164 


130 


80 


33 


3 


I 


1,050 


Median, 


8.2 


8. 


8.1 


8.2 


9.2 


10.9 


11.66 


12.7 


12.3 


13.2 


12.2 


I2-S7 






11.69 



The^ Hackknsack Schooi^s. 



89 



CHART No. 3 

COMPARISON OF HACKENSACK MEDIAN SCORES IN HAND- 
WRITING WITH OTHER CITIES— JUNE, 1921 



Thorndikd Handwriting scale 




S 4 5 6 7 8 

BLEMEUTART SCEOOI SMBBS 

Legend : 

Hackensack 

Newark, N. J. 

Paterson, N. J. 

Baltimore 



I II. Ill IV 

HISH SCHOOL' 



90 



The Hackensack Schooi^s. 



CHART No. 4 

DISTRIBUTION OF HANDWRITING BY AGES IN HACKENSACK— 

JUNE, 1921 



Thorndike Handwriting Scale 



15 



10 



s 

t — 



16 



10 



js 7 



10 



11 IS 13 14 Ife 1§ 17 18 



THE MEASUREMENT OE ENGI.ISH COMPOSITION 

In order to secure English compositions the quaHty of which 
could be measured, the children in the elementary schools were 
asked to write for twenty minutes on the topic, "What I should 
Like to do Next Saturday." The high school students were 
given the theme, "My Most Exciting Experience," for the 
purpose of writing their compositions. All the children of all the 
grades from the third to the high school wrote compositions. 
On the basis of representative sampling random samples of each 
grade in each school were collected. Eight hundred thirty-six 
samples of compositions were finally selected for evaluation, and 
the number of compositions from each grade was that proportion 
of the total number of compositions selected as the total number 
of children in the grade was to the total number of children who 
wrote compositions. 

In judging the compositions selected for rating, an English 
composition scale called the Nassau County Supplement to the 



Th^ Hacke^nsack Schooi.s. 



91 



Hillegas Scale was used. This measuring device consists of 
a series of compositions of increasing difficulty whose relative 
values have been scientifically determined. The zero composi- 
tion on this scale is the following: 




What I should hke to do next Saturday 

I went going on to the Dox Saturdaye dnd day we the boys and 
I well going home and I well going the boys, and I will going 
these read in and they to night, and we or night. I well going 
a ground shalt and I gone out I will going to shea shouse and 
I will shoe or the skill of the shea of night. 



A composition midway on the scale, namely, that one rating 
at 3.8 is the following : 




I would like to go out in the after noon and play catching the 
ball. Go over to Bertha's house and have a few girls to come 
with me and be on each others side. I have a tennis ball to play 
with. The game is that one person should stand quite aways 
from another person and throw the ball too one then another. 
Someone has to be in the middle and try too get the ball a way 
from someone then she takes this persons place who she caught 
the ball from. Then till every person has a chance. 



The composition on this scale which is given the highest rating, 
namely, 9.0 is as follows : 



The courage of the panting fugitive was not gone; she was 
game to the tip of her high-bred ears; but the fearful pace at 
which she had just been going told on her. Her legs trembled, 
and her heart beat like a trip-hammer. She slowed her speed 
perforce, but still fled industriously up the right bank of the 
stream. When she had gone a couple of miles and the dogs 
were evidently gaining again, she crossed the broad, deep brook, 
climbed the steep left bank, and fled on in the direction of the 
Mt. Marcy trail. The fording of the river threw the hounds oflf 
for a time; she knew by their uncertain yelping, up and down 
the opposite bank, that she had a little respite ; she used it, how- 
ever, to push on until the baying was faint in her ears, and then 
she dropped exhausted upon the ground. 




92 The; Hackensack Schooi^s. 

To determine the merit of a composition three judges com- 
pared it independently with the specimens on the scale, and 
assigned it the value of that scale sample which it most closely 
resembled. The final rating given any one of the 836 composi- 
tions was the median of the three judgments thus rendered 
by the judges. It is recognized that the evaluation of written 
composition is rendered difficult by the fact that judgment is 
influenced by both form and content. As far as possible, judges 
were asked tO' ignore form and to consider content of the com- 
positions written. In other words, the writing and spelling were, 
as far as possible, eliminated as factors in the determination of 
the quality of the written compositions. 

A composition from those selected in Hackensack, which was 
rated at zero by the judges, is the one shown below. This was 
written by a Third Grade "B" pupil, eight and one-half years of 
age, in the Fairmount School. 

"What should like to do next Saturday work plow plow basaboU 
barfooted race tall storns have a catecat plow on a suing" 

A composition which was considered as rating at 3.8 by the 
judges is also given here. This composition was written by a 
Fifth Grade "B" pupil of the Union Street School. 

"I should like to do work carry coals for my mother and go to 
store, and go playing. I will mine my brother and clean my shoes 
and get ready for Sunday. I will clean my mother's shoes too. 
I will clean my yard and sweep the sidewalk. I will go to the 
movies and I will wash for mother. I will have a good time 
because I like to work. I will go down the park, I will go 
up mainestreet to buy my hariribbon, and my sister's stockeing. 

I will go to pick some flowers and some cherries. After I am 
through picking some flowers and some cherries I will have some 
games, races, hide and go seek and play ball. After that I will 
have dinner when I am through I will go out and play again 
then I will call my friends to come and play with me we will play 
jumping roup and all kinds of games. I will play with my dolls 
and dishes I will have a party with all my friends when it is 
around five o'clock I will go home and have supper after supper 
I will clean my dishes and sweep the floor when I am finisher I 
will go out and go play again one of my friends will dance with 
my sister after danceing we will play races, and jumping." 



The Hackensack Schools. 93; 

■Some of the best compositions were naturally written by- 
seniors in the high school, and one of the compositions which is 
rated highest among all of those given is shown below. This 
composition was written by a senior sixteen years of age and 
rated at 8.0. 

"My Most Exciting Experience." 

"One hot day last August I lay, swinging in the hammock on 
the front porch of our summer cottage. The sunshine was warm 
and the drone of the honeybees mixed with the distant buzz of 
the sawmill made me feel very drowsy. Ostensibly I was trying 
to compose the first sentence of a letter to my best chum. But 
that was only an excuse for not weeding the garden, as I knew 
I ought to be doing. I was just dozing off when I heard Uncle 
Billy coming up the brick path. The whole neighborhood knows. 
when "Unc' Billy" is approaching for he has a wooden leg and 
knows how to use it. Ordinarily I would have "played 'possum"^ 
just to tease him; but I was so astonished to hear the stump — 
stump actually at a running pace — Unc' never runs unless he has 
to — "that I sprang to the steps to see what was the matter." 

"Oh Miss Betty — chile! Li'l Jackie Parker done let his 
brudder's canoe run 'way wif him! He's down dar by de rapids 
now an' a-gettin' nearah an' nearah de falls ev'y minute. Caint 
yo-all do somfin'?" 

I stood for a moment petrified then rushed past the old fellow 
where he stood and tore down the short, steep, grassy bank, 
taking a flying leap onto the dock. Thank heavens, I didn't have 
on high French heels ! I knew what I had to do. Mr. Mills, 
our neighbor, owned a high-power gasoline racing motor-boat, 
I had often run it, but there was no^ time to stop and ask for 
permission. 

I cast loose the painter and was turning the heavy fly-wheel 
before I realized the risks to myself, and the boat. The clear,, 
dark-brown water glided past with little gurgles and chortles. 
Just around the bend lay the rapids — and Jackie nearing the 
falls. Would the engine never start? At last to my relief it 
gave a gasp and then with a great report started its rapid 
|)ropellors." 

Table IX shows the distribution of the scores and the median 
accomplishment of each section of the various grades from which 
compositions were used. There is a very steady progress made 
from the beginning of the school system to the fourth year in 



94 ' The Hackensack Schools. 

the high school. In some instances the difference between one 
section of a grade and the section directly following it is very 
slight. This may be due to the fault of selection, or it may be 
due to the fact that steps on the scale are too crude to measure 
the actual progress made between those two grades. It is rather 
surprising to find the eighth "A" grade scoring less than the 
eighth "B", and the seventh "A" less than the seventh "B". 
The progress in the high school is clearly evident, the steps for 
the four years being successively 6.0, 6.8, 7.0, and 7.3. 

When the scores for the grades are consolidated and the grade 
sections are ignored, the progress from the third grade through 
the eighth is more clearly evident than it is when the scores for 
the grade sections are indicated. As shown in Table X the 
progress made from the third grade through the eighth is through 
the steps 1.6, 2.7, 3.2, 4.0; 4.4, and 5.4. The biggest difference 
seems to occur between grades seven and eight. 

In order to determine whether this progress is what might be 
anticipated, it is wise to compare with other school systems 
where ratings have been given on this same English composi- 
tion scale. In Table XI, Hackensack is compared with four 
other school systems in New Jersey with lespect to its achieve- 
ments in English composition in the elementary school and with 
three other school systems in New jersey with respect to English 
composition in the high school. In grades four, five, six, seven, 
and eight Hackensack ranks second of the five school systems, 
the difference between the first and second place being negligible. 
In the high school Hackensack's ratings are considerably above 
the results that have been secured in the other three situations 
shown in the table. It seems that the high school achievement 
is distinctly excellent. 

It becomes quite clear from the results that have been se- 
cured in this measurement of English composition that Hacken- 
sack is doing better than many other school systems in English 
composition in the elementary grades, and is doing a superior 
work in the high school in this field. 

Chart 5 shows graphically the comparative results secured in 
these school systems in the measurement of English composition. 



The Hackensack Schools. 



95 



Tabu IX 



DISTRIBUTION OS SCORES OP HACKENSACK, NEW JERSEY, EI^EMENTARY SCHOOI,S 

(grades 3 TO 12) IN ENGLISH COMPOSITION^ SCORED BY THE NASSAU 

COUNTY SUPPLEMENT .TO THE HIEEEGAS SCALE 

JUNE, I92I 

(Scored by Sections) 





GRADE 


GRADE 


GRADE 


GRADE 


GRADE 


GRADE 


HIGH SCHOOI, 


Scores 


3B 


3A 


4B 


4A 


SB 


SA 


6B 


6A 


,B 


7A 


SB 


8A 


I III III 

1 1 


IV 




8 
24 
21 


































12 

23 

8 

3 


3 

20 

21 

6 


2 

II 

26 
16 

I 


I 
9 

26 
13 


























2 
20 

25 

6 


14 
41 
13 

I 


4 
23 
14 

8 

I 


I 

I 

18 

23 

7 


I 

8 

22 

17 
2 




























0.8 


I 
19 
20 

6 


8 
23 
13 

3 


2 
I I 

1 








B.O 




21 

26 

3 


2 
13 

1 












6 
















34 


8.0, 
















t8 




























3 




































Total number, . . . 


S4 


461 so 


ssl so 


S3 


69 


so 


so 


50 


46 


47 


S4 


so 


50 


61 


Medians, 


1-3 


1.9J2.4 


2.9 


2.9 


a-s 


3.8 


4-3 


4.6 


4.1 


5-7 


5-1 


6.0 6.8 7-o|7-3 



Table X 

DISTRIBUTION OE SCORES OE HACKENSACK, NEW JERSEY^ ELEMENTARY SCHOOLS 

(grades 3 TO 9) IN ENGLISH COMPOSITION, SCORED BY THE NASSAU 

COUNTY SUPPLEMENT TO THE HILLEGAS SCALE., JUNE, I92I 



SCORES 


Grade 
3 


Grade 
4 


Grade 
5 


Grade 
6 


Grade 

7 


Grade 
8 





8 

36 

44 

9 

3 


5 
31 

47 

22 

I 


I 
II 
46 
38 

7 


"iS" 

64 

27 

9 

I 


2 

9 

40 

40 

9 




£.1, 




1-9, 

2.8, 




3.8 


9 


n.o 


42 


60, 


•^■^ 


7.2, 


9 


8.0, 


0.0 








Total number, 


100 


106 


103 


119 


100 


93 


Median, 


1.6 


2.7 


3-2 


4.0 


4.4 


=;.4 







96 



Thi: Hackensack S'chooi<s. 



Tabids XI 

COMPARISOIJ OF HACKENSACK ELEMENTARY SCHOOLS WITH SCHOOLS IN OTHER 

CITIES IN ENGLISH COMPOSITION — SCORED BY THE NASSAU COUNTY 

SUPPLEMENT TO THE HILLEGAS SCALE 





ELEMENTARY SCHOOI,S 


HIGH SCHOOI, 


City 


Grade 
3 


Grade 

4 


Grade 

S 


Grade 
6 


Grade 
7 


Grade 
8 


Grade 

I 


Grade 
II 


Grade 
III 


Grade 

IV 


Hackensack, Section B, .... 


1-3 
1.9 
1.6 


2.4 
2.9 
2.y 

2.3 
2.9 
2.4 
2.2 


2.9 
3-5 

\1 
2.9 

2.S 
3.4 


3.8 
4-3 
4.0 
3.8 
4.1 
3.6 
3.5 


4.6 
4.1 
4.4 
4.8 
4.0 
4-3 
4.1 


5-7 
5-1 
5-4 
5.6 
5-3 
5-3 
S-O 










Hackensack, Section A, .... 










Hackensack, Total, 


6.0 

5-2 


6.8 
5-0 


7.0 
5.9 


6.3 


South River, N. J 

Chatham, N. J 

Newark, N. J 










Paterson, N. J., 

54 High Schools in 35 States, 




5-8 
S.o 


5-7 
5.9 


6.4 


6.6 
6.7 















CHART No. 5 

COMPARISON OF HACKENSACK MEDIAN SCORES WITH OTHER 
CITIES IN ENGLISH COMPOSITION— JUNE, 1921 

{Scored by Nassau Supplement to Hillegas Scale) 



e 





Grades 



- 




















- 


- 
















..'^ 


=--'" 


- 


- 










/ 




/ 


J'' 




- 


- 








^ 


// 










- 


- 




>- 


-/■ 


• 
^ 
< 












- 


- 


/ 


/ 
















- 


- 


/ 


















- 


- 





















8 



4 5 6 7 
Blementary School 



I II III IV 
Higli School 



Legend: 



Hackensack 
Paterson, N. J. 
54 High Schools 
in 35 states 



The Hackensack Schools. 97 

spelling 

For the purpose of testin.g;- the spelling ability of the children 
in Hackensack, two lists of words were used, as shown below. 
These lists were selected from the Buckingham Extension of 
the Ayres Spelling Scale. Each word in one of these lists is 
spelled with less difficulty than the word next succeeding it. The 
two lists are of approximate equality with respect to spelling 
difficulty, and, therefore, were used interchangeably and the 
scores listed in the same tables. The first word in each list was 
chosen from column H of the Buckingham Extension, the second 
from column I, the third from column J, and so on until the 
last word in each list was from column AF. If future compari- 
sons are desired in Hackensack from these scores, the results 
used here may be compared with the results obtained, even 
though an entirely different selection of test words is made, pro- 
viding the words are selected in the manner indicated above. 

The first list given below was utilized in the morning and 
given in the majority of classrooms. The second was utilized 
in the afternoon or in case there was reason to believe that the 
children had discovered from their mates what test was being 
given. 

First List Second List 

1. yes I. box 

2. song 2. tree 

3. forget 3- girl 

4. water 4. clean 

5. lesson 5- world 

6. railroad 6. contract 

7. yesterday 7. bridge 

8. liberty 8. company 

9. entrance 9. beautiful 

10. property 10. relative 

11. visitor II. prepare 

12. examination 12. investigate 

13. political 13. conference 

14. receive 14. agreement 

15. secretary 15. experience 

16. athletic 16. practical 

17. committee 17. annual 

18. restaurant 18. orchestra 

19. cemetery 19. enthusiasm 

20. kerosene 20. apologize^ 

21. guarantee 21. pneumonia 

22. cantaloupe 22. syndicate 

23. souvenir 23. chauffeur 

24. rhinoceros 24. inflammable 

25. conscientious 25. dissension 

7 H S 



98 The Hackknsack Schools. 

In giving' the test, each word was pronounced twice and the 
words were pronounced by the teacher to whose voice the chil- 
dren were accustomed. It was not expected that the test would 
present as little difficulty to the lower grades as to the high 
school, but since the words are graded in difficulty, the scale 
may be considered a good measure for determining the relative 
abilities of various grade groups. 

In all, 3,763 children were tested; from grade 2B through 
the fourth year of the high school. In other words, practically 
all of the children in the schools on June 6th, 192 1, were given 
this test. 

In Table XII are given the results of the test in Hackensack 
as compared with the results secured from Baltimore and the 
average of other schools. The Baltimore scores were secured 
in December, 1920. The other scores were made later in the 
school year. In the fifth grade and above Hackensack com- 
pares very favorably with the results from these other cities 
in spelling ability, as measured by this test. The results secured 
in the fourth grade are not as good as one might expect, as meas- 
ured by the results obtained from other cities. 

Table XII 

COMPARISON BY GRADES OE SPEEDING SCORES IN HACKENSACK AND ELSEWHERE 

(Selected List, Columns H to AF, Buckingham- Ayres) 
JUNE 6th, 1921 

Grade IV V VI VII VIII 

Average, Other Schools, 10.5 12.5 14.5 16.4 18.3 

Median, Baltimore, White, 0.7 12.6 15.2 17. i 18.5 

(Dec, 1920) 
Median, Baltimore, Colored, 7.2 10.6 11. 3 13.2 16.7 

(Dec, 1920) 
Median, Hackensack, 9.2 12.5 14.9 17.4 19.3 

(June, 1921) 

Note: Scores represent number of words correctly spelled from list of 
twenty-five. 

In Table XIII the scores secured from this spelling test have 
been given for each school and for each grade of each school. 
There are no very marked differences found in the achieve- 
ments of grades in the individual schools if we except 
Grade 6A. In other words, it is clear that spelling is being 



The; Hackensack Schooi^s. 



99 



taught uniformly throughout the school system. If further 
stress is needed to be placed upon spelling, it seems that it 
should be placed upon the spelling of the grades below the sixth, 
rather than the grades above the sixth. 

This test was not originally intended as a test for high school 
students, but was so used in Hackensack. The results indicate 
that a very large proportion of children in the high school spell 
well; the median error for the Senior class being 2.6 words; 
for the Junior class, 4.7 words; for the Sophomore class, 4.5 
words ; for the Freshman class, 5.3 words. Slightly greater 
emphasis upon spelling in the high school would, no doubt, very 
perceptibly reduce the average number of errors for the high 
school students. 



Table XIII 

GRADE AND SCHOOL SUMMARY OE SPELLING SCORES 

MEDIAN NUMBER OF CORRECTLY SPELLED WORDS EROM A LIST OF TWENTY-FIVE 

WORDS SELECTED FROM BUCKINGHAM EXTENSION OF AYRES SPELLING SCALE 

HACKENSACK, N. J., JUNE 6TH, I92I 



School 


GRADE 2 


GRADE 3 


GRADE 4 


GRADE 5 1 GRADE 6 1 GRADE 7 


GRADE 8 


-!- 


B 1 A 


B 


A 


B A 


B 


A 


B 


A 


B 


A 




3.6 
2.1 


3-3 


4-4 
S- 


7- 
6.8d 


8.4 
8.5 
8. 
9-3 


9.25 
II. 

9-4 
lo.s 


10.3 iS-i 
II. 13-5 
12.8 13.2 
10.84 13.86 
















13.4 
14.8 
14. 


14.4 
16.8 
17.3 
















16.8 


18.1 


19.4 


ig.2 


Number 4, 






6.43 
6.5 


7-5 








7- 




































I 


;, „ 1 in 


IV 






High Schooi. 


20.7 


21-5 


21.3 


23-4 

















AGE DISTRIBUTION OE SPEEEING ABILITY 

Again, the most satisfactory comparison of spelling achieve- 
ments is on an age basis. How well do Hackensack pupils 
spell, as compared with the pupils of other school systems of 
the same age? Unfortunately, age comparisons are not as easily 
obtained as grade comparisons. In Table XIV the age data 
are given for the Baltimore Elementary Schools, the Hackensack 
Elementary Schools, for the Hackensack High School and for 



lOO 



Thb Hacke;nsack Schools. 



the Hackensack Elementary and High School combined. It is 
clearly seen that, beginning with the tenth year of age, Hacken- 
sack pupils spell very much better than the pupils of Baltimore. 
It is difficult to explain the lower score of the nine-year-olds, 
since, as a rule, the younger children in any grade do better 
school work. The low scores for the seven and eight-year-olds 
may be due to the small number of cases available. 



Tabi^e XIV 

COMPARISONS BY AGES OF SPELUNG SCORES, HACKENSACK AND BALTIMORE 





AGE 


Schools 


7 


8 


9 


10 


11 


12 


13 


14 


IS 


16 


17 


18 


Baltimore Elementary 

Hackensack Elementary, . . 

Hackensack High, 

Hackensack Elementary 


7.16 


1 1 . 1 

7-5 


10.6 
9-75 


II. 7 
12.4 


13-4 

IS-2 


14.7 
16.2 


16.0 
17.8 
21.3 

18.3 


16.9 
18.3 
21 . I 

20.3 


16.6 

18.8 

20.S 
20.3 


17-3 

19. 

21.6 

21 . 1 


16.5 
19-3 
22.3 

22.2 


22.4 


7.16 


7.S 


'•" 


T 1 


15-2 


16.4 











In the appendix are given the complete distributions by ages 
of all children who were tested in spelling. It will be noticed 
that the children in the high school spell much better than the 
children of the same age in the elementary schools. In other 
words, Hackensack's tendency has been to send its more capable 
pupils ahead much more rapidly than other pupils of the same 
age. There is much to be commended about this, providing 
the other children are not too greatly retarded. The facts re- 
garding retardation are brought out in other parts of this report. 

Chart VI shows the steady progress made in spelling as chil- 
dren grow older. The curve of this chart is a most satisfactory 
one. In Chart VII will be found the curve of grade achievement 
in Hackensack which is compared with the curve of achievement 
in Baltimore and with the curve of grade standards. 



The Hackensack Schooi^s. 



lOI 



CHART No. 6 

DISTRIBUTION OF HACKENSACK SCORES IN SPELLING BY 

AGES 

25 Selected Words — Columns H-P — Buckinghani'-Ayres 



M 



19 



10 



— I .. .. I — I 1 1 I ! 1 1 L 1 — 



20 



15 



10 



.Jl«a3 7 • 10 11 12 U 14 1ft ifi 19 IS 19 



I02 



The Hacke;nsack Schooi^s. 



CHART No. 7 

COMPARISON OF HACKENSACK ACHIEVEMENTS IN SPELLING 
BY GRADES WITH BALTIMORE AND STANDARDS— 1921 

Selected list — 25 words — Columns H-P — Buckingham-Ayres 
25 r— ^ , , , , , , , r- , r— , 25 



20 



15 



10 



- 




















/ 


- 


- 














/ 






/ 


- 


- 








J 


/' 


^ 

/ 


/ 








- 


- 








/ 


f 












- 


- 








f 














- 


- 


/ 


/ 


















- 


_ 


/ 




















— 


- 






















- 



20 



15 



10 



Graaas 2^456 T 

filemeiita^y Q^^iCzb 
L<3gsnd: 

— — — Eackenea^ 
"•—*"" — Grade StaodarAs 
— — — - ■ ^Bltlnore 



en I XI HI 

High School 



ARITHMETIC TESTS 

(Woody Test — Series B) 

In order to test the achievements of the Hackensack children 
in Arithmetic three different tests were utilized, namely, Woody 



The Hackensack Schools. 



103 



Test in the Four Fundamentals, Series B, the Courtis Test in 
the Four Fundamentals, Series B, and The Stone Reasoning 
Test. 

The Woody Tests were applied to the children as follows : 











GRADES 










3rd 


4th 


5th 


6th 


7th 


8th 


Total 


Addition, 


248 
248 
248 
248 


256 
256 
256 

257 


246 

245 
246 
246 


202 
202 
202 
197 


180 
181 
181 
181 


163 
163 
162 
163 


1295 
1295 
1295 
1292 


Subtraction, 

Multiplication, 

Division, 





Without doubt, the achievements of these children indicate 
fully what all the children of the same grades can do in Hack- 
ensack. Tables J, K, L and M of Appendix I give the scores by 
schools and grades for each one of the four fundamentals. In 
no case is the variation between schools in any one fundamental 
so marked as to be outstanding. It seems clear, from the 
median achievements of the various classes, that no one class 
or school is lagging behind in the field of Arithmetic. There 
are some instances of classes that are behind in one funda- 
mental and in advance of other classes in other fundamentals. 
In other words, the tables may be utilized by the teachers of the 
various schools for the purpose of determining whether their 
stress in instruction has been too great upon one phase of Arith- 
metic rather than upon another. 

In Tables XV, XVI, XVII and XVIII the distribution of the 
results obtained in the Woody Arithmetic Tests is given by 
grades and the number of problems correctly solved. It will 
be seen that in addition very satisfactory progress has been 
made from the third grade through the eighth. It is strange 
to find grade 6B ranking higher than grade 6A and even higher 
than grade 7B', but the difference in attainment is so slight as not 
to be particularly disconcerting. In subtraction it also' holds that 
the 6Bi group is above the 6A group and equal to the 7B group. 
It also is shown by these tests that the 8B group is slightly 



104 The Hackensack Schools. 

superior to the 8A group in subtraction. The steady growth 
from grade to grade is, however, maintained in subtraction, 
although it is not as evident in the subdivisions of each grade. 
In multipHcation the discrepancy in progress seems to come 
where the 7A classes are rated lower than the 7B classes. In 
division there are similar discrepancies which, however, are 
only slight. In both multiplication and division the progress 
from grade to grade is very satisfactory. 

In Tables XIX, XX, XXI and XXII Hackensack's arith- 
metic scores are compared with six other cities which also have 
used Series B of the Woody Test. The comparisons in addi- 
tion in Table XIX go to show that Hackensack is doing very 
superior work in all grades, as measured by what other cities are 
doing, as well as measured by the Woody standards. In sub- 
traction Hackensack ranks far ahead of the Woody standards 
in all grades except the eighth, where the children have been 
rated slightly lower than the standards. In subtraction Hack- 
ensack also holds a high place among this group of six cities 
which may be considered representative cities of the United 
States, since they are located in all sections and are of varying 
sizes. In multiplication Hackensack's grades, with the excep- 
tion of the seventh and eighth, have been rated on this test above 
the Woody standards and also have achieved better results than 
similar grades in the majority of the six cities. In the seventh 
and eighth grades Hackensack has not quite reached the Woody 
standards, but has done work superior to all other cities, with 
the exception of Pittsburgh, in both of these grades. In divi- 
sion all grades except the seventh and eighth again rank above 
the Woody standards, while the seventh and eighth grades do 
not reach these standards, but, apparently, are as successful in 
reaching these standards as the majority of the other cities. 



The Hackensack vSchools. 



105 



Table XV 



DISTRIBUTION BY GRADES AND SCORES 

(Woody Addition Tests— Series B) 
Hackensack, N. J. — ^June, 1921 





NUMBER OF PROBLEMS CORRECTLY 


SOLVED 








3 




a 


GBADB 


I 


2 


3 


4 


S 


6 


7 


8 


9 


ID 


II 


12 


13 


14 


IS 


16 


17 


18 


19 


•3 

01 


,B 








I 


I 




I 

I 


3 


3 


3 

I 

4 

I 


I 


8 

7 

~5 


2 

2 


9 t6 


IS 
17 

32 
10 

s 

IS 







I 


I 
48 


19 
29 

48 
12 

8 

20 

2 
2 

4 


I 
1 



I 
I 

74 


9 

25 

34 

22 
22 

44 

9 
3 

12 


2 

2 





92 


15 
14 

29 

24 
32 

56 

II 
14 

2S 

3 
4 

7 

I 
2 

3 

I 


1 

121 


S 
21 

26 

26 

42 

68 

19 
16 

35 

5 
7 

12 

8 
6 

14 

S 
3 

8 
163 


I 
3 

4 

9 
19 

28 

32 

25 

57 

12 
5 

17 

16 
6 

22 

4 
6 

10 




3 

3 

2 
12 

14 

28 
26 

54 

25 
21 

^6 

14 
17 

, 31 

14 
9 

23 

171 










104 
144 


9.8 
10 8 


JA ;::;::... 


7 

16 

I 


I 


16 

32 

4 
3 

7 

I 

I 

2 















— 











248 

III 
145 


10.4 


^B 










Ia :;:::::.. 


















13-0 


























256 

118 
128 




SB 


12 

27 

39 

32 
21 

53 

18 
23 

41 

21 
16 

37 
170 


3 

14 

17 

21 
14 

35 

23 

20 

43 

19 

24 

43 

138 





13 

21 

6 
6 

12 

16 

12 

28 
61 


I 


I 

3 

4 

7 

6 

7 

13 

7 
6 

13 

34 


14-5 
iS-i 


e A 






























TT 


6B 


246 

87 


14.8 

16.4 
16 2 


6A, 














j 







— 

I 


I 


— 
3 


5 


17 






7B, 

7A 






202 
92 

88 


16.3 

16.3 
16.5 


8B 

8A, 




180 

87 
76 


16.4 

16.9 

17.2 




17 


41 


163 


17.1 


Total, ... 


1295 





io6 



The: Hackensack Schools. 



Table XVI 

DISTRIBUTION BY GRADES AND SCORES 

(Woody Subtraction Tests — Series B) 
Hackensack, N. J. — June, 1921 



GRADE 


NUMBER 


OF 


PROBLEMS CORRECTLY 


SOLVED 










H 









I 


2 


3 


4 


5 


6 


7 


8 


9 


10 


II 


12 


13 


14 


IS 


-a 


sB 


I 
2 

3 

2 
2 

4 


I 

I 

2 


2 

I 

3 


I 
3 

4 

I 


5 

I 

6 

I 


I 


7 
8 

IS 

2 


2 


30 

22 

52 

9 
8 

17 

I 


I 


21 
37 

S8 

19 

IS 

34 

I 



I 


26 

40 

(>(> 

41 
S6 

97 

13 

11 

24 


9 
29 

56 
85 

23 

7 

30 


S 

s 







I 


I 

6 
9 

15 

33 

19 

S2 

IS 

I 

16 

4 
5 

9 

2 

2 

4 
97 












104 
144 




•5 A 












7 

7 

8 
8 

8 

10 
II 

11 

13 
12 

12 

13 
13 

13 

14 
13 

14 


9 





















248 

no 
146 


7 

s 


4B 












4A, : 

































256 

118 
127 


s 


eB 


27 

33 
60 

14 

20 

34 

10 
9 

19 

7 
8 

IS 
128 


13 
26 

39 

25 
22 

47 

28 
10 

38 

10 
10 

20 

144 


S 
24 

29 
16 

2S 
24 

49 

17 
19 

~(> 

162 


2 

4 

6 

27 

17 

44 
21 

2(> 

47 

30 
17 

47 

144 



3 

3 

2 
S 

7 

4 
14 

18 

21 
19 

40 

68 


6 


5A, :::.::::.: 














R 


























24s 

IIS 
87 


^ 


6B 












I 

I 


... 




6A 










...1... 






S 






























202 

93 
88 


9 


7B. 
















I 


I 



I 

I 
189 


7A :::::::::: 


















S 
































181 

87 
76 


S 

3 
9 


8B, 


















8A, 




















• 
























163 






7 


2 


3 


5 


8 


17 


70 


93 




Total, ... 


129s 





The Hackknsack Schools. 



107 



Table XVII 

DISTRIBUTION BY GRADES AND SCORES 

(Woody Multiplication Tests— Series B) 
Hackensack, N. J. — June, 1921 





NUMBER OF PROBLEMS CORRECTLTi 


SOLVED 




3 





Grade 





I 


2 


3 


4 


5 


6 7 


8 


9 


10 


II 


12 


13 


14 


15 


16 


17 


i8 


19 


20 


T3 


3B 

3A, 


4 
3 

7 







I 
1 

2 



8 
2 

10 


I 

I 


18 
6 

24 

I 


I 


21 

IS 

36 

4 

I 

S 


29 

14 

43 

8 

1 

9 


18 
21 

39 

8 

5 

13 



I 


2 

IS 

17 

10 
8 

18 



I 

I 


3 

24 

27 

22 
21 

43 

6 

4 

10 



24 

24 

19 
20 

39 

5 
3 

8 

I 


I 



I 

I 
73 



11 

II 

14 
33 

47 

9 

S 

14 

2 

I 

3 

3 



3 

I 


I 

79 



8 

8 

20 
30 

50 

25 

10 

6 
4 

10 

2 
3 

5 

I 


I 

109 


4 
20 

24 

12 

14 

26 

4 

5 

9 

4 
5 

9 

1 
I 

2 

70 


I 
3 

4 

28 
26 

54 

10 
9 

19 

4 
3 

7 

5 
3 

8 




I 

I 

20 
20 

40 

14 
11 

25 

6 
10 

16 

8 
7 

IS 

97 


1 1 
25 

28 
14 

42 

9 
13 

22 

II 
II 

22 

122 


2 
9 

II 

18 
13 

31 

21 
12 

33 

16 
10 

26 

lOI 




7 

7 

14 
14 

28 

16 
16 

32 

17 
18 

35 
102 




I 

I 

12 
10 

22 

19 
13 

32 

18 
13 

31 

86 



2 

2 

4 
3 

7 

5 
9 

14 

7 
7 

14 

37 


3 
2 

5 

4 
3 

7 

2 

5 

7 
19 


104 
144 


7-6 


4B 

4A, 


248 

III 
145 


6.1 

8.0 
10.1 


eB 


2S6 

118 
128 


9-9 
13. 1 


5A 














14.0 


















6B, 


246 

116 
86 

202 

93 
88 


13. 5 

T^ 8 


6A, 




















15.9 


7B 




















IS. 8 
16.9 


7A 




















i6.6 




7 


3 


II 


25 


41 


52 


S3 


36 


80 




8B .'. . 

8A, 


181 

87 

75 


16.8 

17.0 
17-3 




162 


17.2 


Total, . . . 


1,295 





io8 



ThE' Hackknsack Schooi^s. 



Table XVIII 

DISTRIBUTION BY GRADES AND SCORES 

(Woody Division Tests — Series B) 
Hackensack, N. J. — June, 1921 



Grade 


NUMBER OF PROBLEMS 


CORRECTI<Y 


SOLVED 




3 



a 





I 


2 


3 


4 


5 


6 


7 


8 


9 


10 


1 1 


12 


13 


14 


IS 


16 




^■R . . 


10 
2 

12 


3 

3 


14 
5 

19 

S 


s 


25 
20 

45 

5 
I 

6 


30 
23 

53 

8 

S 

13 


23 
33 

56 

16 
23 

39 

3 


3 


2 
34 

36 

25 

20 
45 

9 
3 

12 




14 

14 

13 

27 

40 

9 
3 

12 

I 
2 

3 

I 
2 

3 



7 

7 

22 
21 

43 

25 
II 

36 

6 
3 



2 

2 

12 
21 

33 

26 
12 

38 

8 
6 




2 




2 














104 
144 


3. 1 


if ::: 














4.4 




















2 

4 
IS 


2 

I 

9 














248 

III 
146 


3-9 
5-9 


>TJ 




I 












^A :..:::: 












7.2 


















19 

20 
24 


10 

19 
30 


I 

7 
30 












257 

118 
128 


6.4 


t;B 



12 




3 








8.5 


Ia ::::...::: 
















10.4 


















- 




44 

13 
9 


49 

27 
18 


37 

26 
19 


12 

21 
14 


3 

12 
10 








246 

116 
81 


9.5 


^B 


2 







11. 1 


6A 














II. I 




:: 














^B 


9 

I 



14 

3 
6 


22 

i 


45 

15 
18 


45 

29 

17 


35 

20 
19 


22 

10 
II 


2 

3 

7 


I 



I 



197 

93 
88 


II. I 
II. 7 
















II. 6 


















SB 


I 


9 

I 
2 


17 

8 
6 


33 

9 

II 


46 

18 
16 


39 

21 
19 


21 

19 
17 


10 

9 

5 


I 

2 



I 


181 
76 


II. 6 

12.4 


5A 


















12.2 




IS 


24 


SI 


66 


98 


93 


72 










3 


14 


20 


34 


40 


36 


14 


2 




163 


12.3 


Total. ... 


96 


99 


118 


159 


163 


126 


82 


26 


3 


I 


1292 





Observation of classroom work in arithmetic has shown that 
the children are securing from their arithmetic recitation work 
much more than mere facility in number work. They are learn- 
ing to assume responsibility; they are being taught to consider 
themselves as members of social groups; they are developing 
responsibility and initiative, and are, in addition, thoroughly 
enjoying much of the work in which they are participating. It 
seems clear, therefore, that, combined with these results, which 
are difficult to measure, the results secured through the agency 
of the Woody Test are exceptionally satisfactory and indicate 
a high degree of efficiency in teaching, as well as in supervision 
on the part of the principals and the superintendent. 



Thk Hackensack Schools. 



109 



Table XIX 

HACKENSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES 

Woody Tests — Series B — June, 1921 
Addition 



Woody Standards 



Trenton, , 

Duluth (Section B), 

" (Section A), 
Denver (Section B), 

" (Section A), 

Pittsburgh, 

Idaho Springs, 

Elyria, 

Hackensack (Section B), 
" (Section A), 
Hackensack (B and A 
combined) 



3D GRADE 



4TH GRADE 



STH GRADE 



6th GRADEI7TH GRADE 8th GRADE 




I6.S 



Tabi,e XX 

HACKENSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES 

Woody Tests — Series B — June, 1921 
Subtraction 



Woody Standards 



Trenton, , . 

Duluth (Section B), ... 

" (Section A), 

Denver (Section B), ... 

" (Section A), ... 

Pittsburgh, 

Idaho Springs, 

Elyria, 

Hackensack (Section B), 
" (Section A), 
Hackensack (B and A 
combined), 



6.0 



3D GRADE 



6.1 
6.0 
6.0 



6.5 
7.2 
7-9 



«.3 
8.6 
9.4 
9-1 
10. o 
9.4 



9.0 
8.5 



STH GRADE 6th GRADEI7TH GRADE 8th GRADE 
I I I 



9.6 

10.5 
II-5 
10.9 
10.6 
12.0 
9.9 
10.6 
10.6 
11.8 

1 1 .2 



II. s 

12.6 

13-4 
12.0 
II .0 
13.2 
10.9 
12.7 
I3-I 
12.8 

12.9 



13.8 
14-5 
14.9 
13-5 



14-3 
13-9 



no 



The Hackensack Schools. 



Tabi,e XXI 

HACKElsrSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES 

Woody Tests — Series B — June, 1921 
Multiplication 



Woody Standards 


3-5 


7.0 


1 

II. 1 15.0 


17.0 


18.0 


Grade 


3D GRADE 


4TH GRADE 


5TI-I GRADE 


1 

6th GRADE I7TH GRADE 


8th GRADE 


Trenton 








13-7 
14.7 
IS-8 
12.8 

13.8 

9.4 

iS-7 
14.7 
IS. 8 
15-9 

IS. 8 






Duluth (Section B) 

" (Section A), .... 

Denver (Section B) 

(Section A), 


3-5 
6.3 
S-i 
6.S 


9-5 

II .0 

9.8 

10.4 


II . I 

13.8 

9.9 

10.8 
7-3 
13-7 
10. 
I3-I 
14.0 

13-5 










13.5 
16. s 
12.9 
17.2 
16.0 
16.9 
16.6 

16.8 


16.2 

IS. 8 
15.2 


Pittsburgh, 




11. 

9.0 

8.0 

10. 1 

9.9 


18.5 




6.0 
7.6 
S-o 

6.1 




Hackensack (Section B), 
(Section A), 
Hackensack (B and A 


17.0 
17.3 

17.2 







Tabu XXII 

HACKENSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES 

Woody Tests — Series B — June, 1921 
Division 



Woody Standards 


3.0 

3D GRADE 


S-o 


7.0 


10. 


13.0 


14.0 


Grade 


4TH GRADE 


STH GRADE 


6TH GRADE 


7TH GRADE 


8th gradB 










9.8 

10.3 

I I . I 

9.8 

9.2 


9.8 




Duluth (Section B), 

(Section A), 

Denver (Section B) 

(Section A), 


3.9 

4.6 
4.2 


6.3 
7.2 

6.8 
6.4 


8 T 




9 

I 

s 

8 
10 

9 


2 
8 
S 
9 
8 

5 
4 

5 






10.7 

11. 5 
9.9 

12.8 
1 1 .2 
II. 7 

11. 6 

II. 6 


II .2 
12.0 
16.3 


Pittsburo'h 




7.0 

S.9 
7.2 

6.4 


II. S 
10.0 
1 1 . 1 
11 . 1 

II . I 


13.9 




3.0 

3-1 
4.4 

3-9 


12.0 


Hackensack (Section B), 
(Section A), 
Hackensack (B and A 


12.4 

12.2 
12.3 











The solid lines of Chart 8 represent Hackensack's grade 
achievements in the fundamentals of arithmetic. When com- 
pared with the dotted line of the author's standard achievement 
for each fundamental, the success of Hackensack's instruction in 
this field becomes apparent. 

The curves of age-progress in the four fundamentals are 
shown in Chart 9. 



The Hackensack Schools. 



Ill 



CHART No. 8 

COMPARISON OF HACKENSACK GRADE SCORES IN ARITH- 
METIC WITH WOODY STANDARDS— JUNE, 1921 







ABDITIOS 


















JO 












"""^ 


29 










— *^ 


^: 


us 










J"" 




15 








y, 


kJ*^ 




























10 




















y'' f 
> /• 
/ / 
/ / 

/ r 








y 










10 




/ 


/ 


























/ 


/ 


























/ ^ 






















5 




■ f 
/ 










b 












































r 









































Grades 8 4 5 6 7 6 Qi-adfta 3 4 5 6 7 8 



Its J 



10 



SCTBTEACTIOW 






15 



10 



/ 



^:Gred«s 3 4 5 6 7 6 Gradee 3 4 5 6 7 



Woody Test— Series B. 
Legend : 

Solid line represents Hackensack. 
Dotted line represents standard. 



112 



The Hackensack Schooes. 



CHART No. 9 

DISTRIBUTION OF HACKENSACK MEDIAN SCORES IN 
ARITHMETIC 

Woody Tests — Series B — June, igsi 



20 



15 



10 



AGES e 




20 



IP 



10 



16 i^ 



Leg's zid : 
Addition 



Subtrfi^tlon 

Kttl41pliO£iti07V»!-— — -.-— 

DiTislon — — 

DISTRIBUTION OF WOODY SCORES BY AGES 

In Tables N and O' of the Appendix are given the age distribu- 
tions of the Woody Scores on Series B for each of the funda- 
mentals. These scores show very rapid progress from the eight- 



Thk Hacke:nsack Schools. 



113 



year-olds up through the fourteen-year-olds, 
progress that is made is evidently slow. 



At this point the 



THE COURTIS TESTS IN ARITHMETIC 

In order to test the Hackensack children in speed and accuracy 
in arithmetic, the Courtis Tests Series B were used in Grades 4, 
5 and 6 in each of the fundamentals. 

Table XXIII shows the comparison between Hackensack and 
other cities in which the tests have been made. In four cases out of 
the total twelve cases in Table XXIII Hackensack ranks above 
the average city achievements. In the 4th Grade, Hackensack's 
results do not seem to be as good as the results secured in other 
cities. In the 5th Grade, Hackensack's results compare very 
favorably with those of other cities, and in the 6th Grade the 
results are superior to the other cities in the majority of cases. 
Hackensack's strongest work seems to be done in subtraction. 
The least satisfactory work is being done in division. The 
failure of the 4th Grade to meet the results achieved in other 
cities in division is no doubt due to a later emphasis upon division 
in the Hackensack schools. 

Table XXIII 

COMPARISON OF SCORES IN HACKENSACK* AND OTHER CITIES BY GRADES 

(Courtis Arithmetic Test, Series B) 



In Grade- 
V 



IV 



VI 



Addition : Average City, 4.7 6.0 7.2 

Hackensack, 2.9 5.4 7.1 

Baltimore, White pupils, 4.2 5.5 6.2 

New Orleans, White pupils, 3.4 4.5 5.6 

Seattle, 3.5 5.2 6.4 

Detroit, 4.6 5.9 6.7 

Boston, 5.2 67 8.3 

Subtraction : Average City, 5.9 7.5 8.8 

Hackensack, 3.0 8.2 10.8 

Baltimore, White pupils, 5.8 8.3 9.9 

New Orleans, White pupils, 3.5 5.7 7.5 

Seattle, 5.0 7.9 9.8 

Detroit, 4.9 y.2 8.6 

Boston, 6.4 7.7 g.6 



8 HS 



114 The Hackensack Scnooi.s. 



In Grads- 



IV V VI 

Mui,TiPLiCATioN : Average City, 4.2 5.6 7.1 

Hackensack, 2.4 6.2 dS 

BaltirtTore, White pupils, 4.2 5.7 g'g 

New Orleans, White pupils, 3.2 4.7 g.l 

Seattle, 4.0 5.6 e.g 

Detroit, 4.6 6.2 78 

Boston, 4.0 5_5 7^ 

Division : Average City, 2.6 4.7 7 / 

Hackensack, 8 5.0 6 8 

Baltimore, White pupils, 2.6 5.1 S.7 

New Orleans, White pupils, 2.0 3^3 51 

Seattle, i.i 4;^ gg 

^^^^oii, 1.8 6.3 6.6 

Boston, 3.0 4_p y^ 

* June, 1 92 1. 

THE DISTRIBUTION BY SCHOOI.S 

In the following table the Courtis test results are given so 
that comparisons may be made between schools tested in the 
various grades. These tests were only given in Schools No. i, 
2 and 4. The results in School No. i in Grades 4 and 5 are 
superior to the results obtained in the other two schools. In 
Grade 6 the results have been obtained for only Schools No. 2 
and 4. There is a marked difference in achievement between 
these two schools, the results being strongly in favor of School 
No. 4. 

It is clear that there is no marked uniformity in the achieve- 
ments of the children in the various schools. An even greater 
range between classes of the same grade is secured when the 
results for individual classes are distributed. This has been 
done in Tables P, Q, R and S of the Appendix, which are sub- 
mitted so that teachers may see for themselves the weaknesses 
and strength of their own classes. 



The Hackknsack Schools. 



115 



Table XXIV 

DISTRIBUTION 0^ SCORES IN COURTIS ARITHMETIC BY SCHOOLS 

June, 1921 



SCHOOI, 


NUMBER OF PROBLEMS CORRECTLY SOLVED 


d 


a 


AND 

Grade 





1 


2 3 

1 


4 


5 


6 


7 


8 


9 


10 


II 


12 


13 


14I15 

1 


16 


17 


18 


19 


20 


21 


22 


23 


•3 

V 




SUBTRACTION 


No. I— IV, .. 
No. 2— IV, .. 
No. 4— IV, .. 


26 
13 

7 
46 


18 

8 

12 

38 


II 

12 

8 

31 


16 
6 
7 

29 


19 

8 
8 

35 


15 
4 
19 


8 
3 
2 

13 


5 

2 
2 

9 


2 

I 
3 


6 
2 
8 


I 
I 


I 

I 


— 


— 


t 


— 


— 


— 


— 


— 


— 


— 


— 




128 
52 
S3 


3.6 
2.4 
2.9 


Total, ... 


233 


3-0 


No. I— V, ... 
No. 2— V, ... 
No. 4— V, ... 


1 
I 


3 
3 

I 

7 


5 
2 

7 


10 
5 

15 


12 

2 
2 

16 


9 

7 
4 

20 


II 
4 
II 

26 


II 
8 
8 

27 


7 
5 
9 

21 


14 
9 
6 

29 


12 
3 
8 

23 


10 
4 
6 

20 


7 
I 
8 


2 

2 
4 


4 
2 
6 


6 

I 
7 


2 
2 


I 
I 
2 


I 

I 


I 
I 





I 
I 
2 


— 


I 
I 


130 
52 
64 


8.4 
7.4 
8.7 


Total, . . . 


246 


8.2 


No. 2— VI, .. 
No. 4— VI, .. 

Total, ... 


111 


— 


I 
I 

2 


2 
2 


I 
2 

3 


3 
3 


4 
3 

7 


3 
3 

6 


7 
7 

14 


7 
4 

II 


7 
6 

13 


9 

5 

14 


S 
7 

12 


5 

S 

10 


I 
4 

5 


I 
3 

4 


I 
3 

4 


I 
2 

3 


2 

I 

3 


— 


— 


I 
I 


— 




60 
57 

117 


10.3 
II. S 

10.8 




ADDITION 


No. I— IV, .. 
No. 2— IV, .. 
No. 4— IV, .. 


23 
10 
12 

45 


16 

15 
II 

42 


17 
8 
8 

33 


29 

7 

10 

46 


II 
6 

5 

22 


12 
I 
7 

20 


9 
4 

13 


6 

I 

7 


4 
4 


I 

I 


— 


— 


— 




— 


— 


— 


' [ 


— 


— 


— 


— 


— 


— 


128 

52 
S3 


3-3 

2. 1 
2.4 


Total, ... 


233 


2.9 


No. 1— V, ... 
No. 2— V, ... 
No. 4— V, ... 


2 
2 
2 

6 


10 
2 
4 

16 


10 

1 1 

6 

27 


II 

ID 
II 

32 


IS 
j 
27 


22 
8 

-^ 

37 


15 
7 
6 

28 


17 

I 

10 

28 


15 
4 

1 

20 


6 

4 


2 
3 

5 


I 
I 
I 

3 


2 
I 

3 


I 
I 
2 


— 


I 

I 


•• 


— 


— 


— 


— 


I 
I 


— 


— 


130 

52 

64 


5.8 
4.2 
5-3 


Total, . . . 


246 


5-4 


No. 2~VI, .. 
No. 4— VI, .. 


1 
I 


2 
2 


7 
3 


5 
3 


8 
6 


7 
5 

12 


6 

4 

10 


10 
10 

20 


4 
6 

10 


7 
8 

15 


3 
3 


I 
4 

5 


2 
2 

4 


2 
2 


— 


— 


I 
I 




— 


— 


— 


— 


— 


— 


60 

57 


6.0 
7-7 


Total, . . . 


10 8 


117 


7-1 




MULTIPLICAT 


I0> 


r 




No. I— IV, .. 
No. 2— IV, .. 
No. 4— IV, .. 


26 
11 

12 

49 


li 
13 

54 


19 

II 
8 

38 


IS 
10 
33 


II 
2 

5 

28 


19 

2 
2 

23 


9 
I 

2 

12 


2 

I 
I 

4 





2 
2 


— 


— 


— 




— 


— 


— 


— 


— 


— 


— 


— 


— 


— 


128 
52 
53 


2.7 
1. 9 
2.2 


Total. ... 


233 


2.4 


No. I— V, ... 
No. 2— V, ... 
No. 4— V, ... 


3 

2 

5 


3 
3 
I 

7 


7 
9 

4 

20 


II 
S 

I 

17 


13 
II 
12 

36 


16 
8 

7 

31 


20 
4 

II 

35 


19 

6 

10 

35 


10 

I 
8 

19 


7 
1 
3 

II 


7 
I 

3 
II 


4 

1 
2 

7 


2 

I 
3 


4 
4 


— 


3 

I 
4 


— 


I 
I 


— 


— 


— 


" 


— 


— 


130 

52 

64 


6.6 

4.6 
6.6 


Total, . . . 


246 


6.2 


No. 2— VI, .. 
No. 4— VI, .. 


111 


4 

4 


7 
I 

8 


3 
3 


11 
5 

16 


8 

2 

10 


10 
13 

23 


15 


4 
10 

14 


t 
10 


2 
6 

8 


2 
2 


3 
3 


— 


— 


— 


— 


— 




— 


I 
I 


— 


— 


— 


60 

57 


5.6 
7.9 


Total, ... 


117 


6.8 




DIVISION 


No. I— IV, .. 
No. 2— IV, .. 
No. 4— IV, .. 


76 

35 
41 

152 


25 

7 
7 

39 


9 
3 
3 

15 


10 
4 
2 

16 


2 

I 

3 


2 

I 

3 


I 
I 


2 
2 


I 
I 

2 






— 


— 


— 


— 


— 




— 


— 


— 


— 


— 


— 


— 


128 
52 
53 


.8 


Total, ... 


233 


.8 


No. I— V, ... 
No. 2— V, ... 
No. 4— V, ... 


8 

7 
2 

17 


16 

7 
5 

28 


14 
8 
6 

28 


13 

5 
5 

23 


15 
4 
8 

27 


13 
7 
6 

26 


13 
3 

7 

23 


13 

8 

23 


IS 
5 
3 

23 


3 

2 

5 


2 
2, 
6 

10 


3 

I 
2 

6 


I 
I 


— 


2 

I 
3 


— 


I 
I 


— 


I 
1 


— 


— 


— 


— 


— 


130 

52 

64 


4.9 
3-8 
6.0 


Total, . . . 


246 


5.0 


No. 2— VI, .. 
No. 4— VI, .. 


111 


I 
2 

3 


2 

4 

6 


4 
3 

7 


7 
3 

10 


10 
7 

17 


10 
9 

19 


5 
2 

7 


10 
10 

20 


J 
6 


4 
7 

II 


1 

I 


I 
I 

2 


2 
2 


I 
I 

2 


2 


I 
I 


— 


— 


— 


I 
I 


— 


— 


— 


60 

57 


6.6 
7-3 


Total, ... 


117 


6.8 



ii6 



The Hackensack Schooes. 



, Chart 10 shows that Hackensack has secured far better results 
in subtraction than are secured in the averag-e city. The results 
in addition are less favorable, while those in multiplication and 
division compare, on the whole, most favorably with the results 
secured in the average city. 

CHART No. 10 

COMPARISON OF HACKENSACK SCORES IN COURTIS ARITH- 
ME:TIC TEST (SERIES B) WITH AVERAGE CITY STAND- 
ARDS—JUNE, 192 1 



ADDITIOir 



15 



10 



a 



15 



10 



k B"^ B 



Qrados 

utJiTiaioATKar 







































































. — v*- 






jC- 


f 






,^y 








/ 








'^ 























IS 



10 



BaWEACTION 



15 



10 



5' 







































y 








/ 








/.-- 








r 






^^y 




























. 


























4 5 6 
Qradet 

DIVISION 






































































,#^ 








^ 






/ 








.</ 








'■/ 








/ 















4 5 6 

Grades 

Legend : 

Solid line represents Hackensack Scores- 
Dotted lines represent average city achievements. 



4 5 6 

Grades 



The; Hackensack Schools. ii; 



DISTRIBUTION BY AGES 



The age distribution of the results of the Courtis Test, as 
shown in Table XXV, shows steady progress in all of the four 
fundamentals^ from the eighth year of age through the twelfth 
year of age. In addition and division, this progress is not as 
marked from the twelfth year on. In multiplication and sub- 
traction, the progress is most marked from the eighth year of age 
through the fifteenth year of age. In other words, the arith- 
metic problem in Hackensack is not distinctly an age problem 
although there are age elements involved in the upper ages of 
the 4th, 5th and 6th Grades which were tested. This bears out 
the findings of other similar studies which tend to show that the 
older children are not as successful in these grades as the younger 
children of the same grades. 



ii8 



The Hackensack Schooi^. 



Tabi,e XXV 

DISTRIBUTION OJP SCORi;S IN ARITHMETIC BY AGES 

(Courtis Research Test Series B) 
Hackensack, N. J., June, 192 1 





NUMBER Ot PROBIvEMS SOLVED CORRECTLY 


1- 
B 


a 


AGES 





I 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


14 


IS 


16 


17 


18 


19 


20 


21 


22 


23 


•a 


8, 

§ ^, :::::: 
}p II, 

'3 12, 

^ 14 

15 


5 

23 

9 

9 

I 
3 

50 

17 
6S 
45 
24 
6 
8 


6 
17 

17 

II 

6 

4 

61 

2 

12 

23 

14 

8 

5 


2 
10 
23 

17 
7 
7 
2 

68 



8 

19 

II 

5 
5 


4 

27 
21 

IS 
9 

5 

I 
I 

sl 



6 

13 

7 
5 

I 
I 

41 

2 
10 
23 
6 
6 
4 

51 

2 

II 

12 

7 

4 

4 


3 

7 
15 
16 
13 

3 

2 

59 

I 
7 
6 
13 
5 
2 
4 
I 

39 

2 
10 
14 
21 

'^ 

I 

71 

2 

12 

17 

10 

6 

4 

2 

I 

54 


17 

14 

18 

10 

3 

3 

I 

66 

6 

8 
19 
1 1 

3 

47 

2 
10 
20 
20 

4 

I 
4 

I 

62 

2 

11 

15 

II 

3 

2 

I 

45 


I 
3 
20 
IS 
6 
3 
1 

49 

2 
10 
14 

ID 

3 
2 

41 

'6 

21 

21 

10 

6 

"i 

I 
6 
II 
15 
9 
2 
I 

45 


2 
IS 
15 
13 

2 

I 

48 

I 
3 
7 
8 
5 
2 
2 

28 

I 
4 
14 
18 
7 
5 
3 
1 

53 

I 
5 
II 
12 
S 
S 
I 

40 


2 

9 

13 

i 

I 
34 

I 

12 
19 
9 

I 
I 
I 

44 

I 
2 
4 
10 

8 
6 

I 

32 

2 
6 

8 
9 
9 

2 

36 


I 
2 

4 
8 
3 
S 
3 

26 

\ ' 
I 

5 
4 
2 

12 

2 
6 
6 
4 
3 
2 

23 

I 
8 
1 1 
13 
9 
3 
I 
I 

47 


2 
2 
2 
2 

8 

1 
4 
7 
5 
2 
I 

20 

I 
5 
5 
4 
3 

18 

3 

II 
9 
6 
3 

2 
I 

35 


2 

1 
4 

I 

8 

I 
2 
2 
2 

7 

I 
I 
3 
3 

I 
9 

2 
6 
12 
8 
4 

I 
33 


2 
2 
3 

7 

I 
2 

3 

I 

I 
1 

I 
4 

I 
4 
9 

S 

2 
21 


2 

I 
I 




I 


I 




\ \ 






I 






22 
113 
IS3 
144 
81 
42 
12 
7 


2.0 

3-24 

4.4 

5-25 

5-45 

4-7 

6.0 

S-5 


Total, . 

8, 

9 

fl ID, 

•1 III 

•> ", 

S »3 

•^ 14, 


4 

] ' 

I 

I 

2 

I 

I 


I 
I 

I 
I 

I 

S 


I 

I 
I 
I 

3 

I 
2 


1 
I 

I 
2 


— 


I 
1 


\ \ 


1 
I 


1 






S74 

22 

113 

153 

144 

81 

42 


4.4 

.87 
2.45 
S-i 
5-9 
3-6 
6.5 
4-S 


15. 


i6s 

4 
22 
14 
6 
2 
2 

I 

51 

I 
21 
13 
S 
2 
I 


2 
66 

6 

24 
16 

14 
2 

I 

63 

5 
II 

i> 
12 

2 
4 


48 

4 

20 

14 

II 

8 

6 

63 

S 
13 
13 
6 
2 
I 




7 


Total, . 

a 8, 

.2 9. 

;S II, 

gi 12 

■^ IS, 




574 

22 

113 

153 

144 

81 

42 

12 

7 


3-2 

1.0 

2-5 

4-7 
5-7 
6.1 
6.3 
6.5 
7-S 


Total, . 

8, 

§ 9 

•H 10 

g " 

43 12, 

•§ ^3 


4 

I 
2 


2 
I 

6 


2 
6 
3 
2 

I 

14 


3 

■4 
3 
I 
2 

■.; 
10 


I 
I 
2 
I 

S 


I 

I 

2 

1 

I 
5 


3 

I 
I 

5 




I 


I 

I 
I 

3 






574 

22 

113 

153 

144 

81 

42 

12 

7 


4.8 

3-0 
4.0 
5-7 
7-S 
8.8 
7.6 

TO.O 


IS, 


I 
44 


45 


40 


40 


10. s 


Total. . 


I 


574 


6.4 



The; Hacke;nsack Schooi.s. 



119 



CHART No. II 

^DISTRIBUTION OF SCORES IN ARITHMETIC BY AGES, 
COURTIS S^PTT^S B_TUNE, 1921 




Legend* 



10 11 
Addition 



Division 

" Muttiplloatlon 

■■" Subtraction 

♦Median of each age in each process graphed. 

STON^ Ri^ASONING T^ST IN ARITHMETIC " 

The Stone Reasoning- Test in Arithmetic consists of twelve 
problems which have a determined value. The first five have a 
value of I each; and sixth, a value of 1.4; the seventh, 1.2; 
the eighth 1.6; the ninth, tenth, eleventh, and twelfth 2 each. 
The test has been standardized and its wide use has furnished 



120 



The Hackknsack Schooi^s. 



data for the comparison of the results in any class with the 
achievements in other school systems. This test indicates the 
ability of the pupil to select and apply the appropriate process 
to the solution of a problem. It was given to 389 pupils in 
the sixth, seventh, and eighth grades of Hackensack. Table 
XXVI gives the tabulation of results and the median achieve- 
ment of each grade tested: 

Table XXVI 

RESULTS IN STONE REASONING TESTS 



Grade 





I 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


14 


IS 


16 


17 




2; 


a 
.2 

•3 



6th 


3 

1 


S 



12 
3 


\l 


31 

20 

I 


24 

45 
2 


17 

28 

5 


IS 

27 

3 


7 
21 

9 


3 
IS 
10 


2 
II 

7 


II 

4 


2 
3 


2 
2 


I 
2 


I 
3 


I 


I 


132 
204 

S3 


S-i 
6.6 


7th 


8th, 


9-7 













The test indicated a rather wide range of ability within the 
grades, but this is a condition usually found. The eighth grade 
made much the best showing. While on the whole, the results 
were satisfactory, the indications are that it would be well to 
give more attention to the application of the fundamental pro- 
cesses in the solution of practical problems. 

A comparison with the median achievements of grades in a 
few other school systems is here given. It is seen that Hacken- 
sack's scores compare very favorably with other scores, with 
the exception of those for Salt Lake City. 



Butte, 4-4 

Nassau County, 4-5 

Paterson 5-6 

Hackensack, 5 • i 

Salt Lake City 6.9 



8.2 
7.2 
8.5 
9-7 
II. o 



The Hackensack Schooi.s. 



121 



CHART No. 12 

COMPARISON OF HACKENSACK WITH STANDARDS AND 
OTHER CITIES IN STONE REASONING TEST IN ARITH- 
METIC—JUNE, 1921. ^ 11 



10 







10 



Grade 6 
legend: 
Haclceneaok 

Standard 
Batte 



salt Lake — 
City 

Paters on ^ 



122 Th^ Hackensack Schooi^s. 

ALGEBRA* 

The Hotz Algebra Tests were given to all pupils in the high 
school who were studying algebra in June, 1921. Five tests 
were given during the same day. These tests are all part of 
Hotz' Series "B". The five tests are the addition and subtrac- 
tion test, multiplication and division, equation and formula, the 
problem test, and the graph test. The final results are given 
in Table XXVII, where also are given the tentative standards 
set up by the author, together with the results obtained in other 
places. 

Very definite and satisfactory progress is made in the Hacken- 
sack schools according to the time which students spend in the 
study of this subject. The tabulation is distributed according 
to the time when the students began algebra. In many cases 
these students may have taken algebra for a period, but may 
have omitted taking it for a semester or two. There is no 
assurance, therefore, that all pupils listed in any one column 
have had algebra for exactly the same period. Chart No. 13 
shows the progress made by the groups with different training. 

In comparing with the standards, the Hackensack results ap- 
pear to be slightly less satisfactory than might have been ex- 
pected. This may be due to the fact that algebra is spread over 
a longer period in Hackensack, or that there may have been 
undue emphasis on certain elements in other communities from 
which the standards were secured. The results of addition and 
subtraction, multiplication and division, are the best results se- 
cured by the Hackensack pupils. 

♦"First Year Algebra Scales" — H. C. Hotz, Teachers College Bureau of 
Publications, Columbia University, New York City. 



The Hackensack SchooIvS. 



123 



Tabu XXVII 

COMPARATIVE SCORES IN HOTZ ALGEBRA TESTS — SERIES B, JUNE, 1921 





PUPILS REPORTING HAVING BEGUN ALGEBRA 




In Feb. 
1921 


In Sept. 
1920 


In Feb. 
1920 


In Sept. 
1919 


In Feb. 
1919 


In Sept. 
1918 


In Feb. 
1918 


Months spent in Algebra 
Study, 


S mos. 

12.9 (6 mos.) 
12. 

14.0 (6 mos.) 
10.4 

14.3 (6 mos.) 
9 

6.5 (6 mos.) 

5-5 

3.7 (4J4 mos.) 

2-3 


10 mos. 

14.4 (9 mos.) 
14-5 

16.3 (9 mos.) 
15-9 

16.0 (9 mos.) 

14-5 

7.5 (9 mos.) 
5-3 

7.2 (9 mos.) 

5.2 






i2j4 mos. 


IS mos. 


17 yi mos. 


Addition & Subtraction: 










■"16.5 


14. 


18. 


20. 


19. 


Multiplication & Division: 




Hackensack, 


16.3 


16.0 


16.S 


19-5 


18.0 


Equation & Formula: 






14.8 


16.S 


20. 


20.3 


17.8 


Problem Test: 




Hackensack, 


4.6 


S-S 


5-9 


S-4 


5.7 


Graph Test: 




Hackensack, 


4.8 


6.6 


7-3 


7.4 


7-4 







124 



The Hackensack Schooi.s. 



CHART No. 13 

MEDIAN GRADE SCORES OE VARIOUS HACKENSACK CLASSES 
IN HOTZ ALGEBRA TESTS, SERIES B— JUNE, 1921 



25 



20 



15 



10 




Class Begaii« 
f lnM Spent 



Peb Sept Feb Sept Feb Sept Feb 
1921 1920 1920 1919 1919 1918 1918 



5 mo* 10 mo. 

Legendt 

Addition ?md Subtraction 

Uultlplio^tion and Division 

Equations; and Formulae 

Problems 
Graphs 



12 mo 15 mo IV mo. 



# • > » 



The Hackensack Schools. 125 

In Tables T, U, V, W and X of the appendix are given the 
distributions for each one of the tests, showing the number of 
problems correctly solved by each pupil who took the test, as 
well as the medians for each group. 

lATlN 

In Table XXVIII will be found the results of the Henmon 
Latin sentence tests which were applied to children in the high 
school. In this table the distribution is according to the number 
of years which students have studied Latin, and also according 
to the grade and the section in which these students are located 
at present. The results show a very definite and satisfactory 
progress from the first half-year of study to the final four years 
of study, and also a very satisfactory progress through the four 
years in the high school grades. The scores for the senior class 
indicate that the children who take Latin in the senior year are 
a highly selected group. 

The Henmon word tests were also applied and show the same 
relative growth. It was not found possible to compare with 
other places. Considering the difficult conditions under which 
the children took the Latin tests, the results appear to be very 
satisfactory. 



126 



Th:^ Hackensack Schools. 



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Classification and Progress 
of School Children 



9 II s (129) 



CONTENTS 



Page- 

Enrolment and-.Average Daily Attendance, , 133 

The Effect of Transfer from Other School Systems into the Hacken- 

sack School System on Over-age and Slow-progress Conditions, . . 140 

The Record of Grade and Progress in School, 143 

Double Promotions and Non-Promotions, 151 

Withdrawals from School, 153 

The High School Situation, 155 

The Ratio of High School Enrolment to Total Population, 155 

Rapid Increase in High School Membership, 156 

Percentage of those Entering Retained to Graduate, 159 

Increase in Non-Resident Students, 162 

Individual Differences in High School Students, 162 

The Number of Periods per Week per Student, 166 

The Teaching Load, 166 

Extra Curricular Activities, 166 

Percentage of Graduates Who Attend College, 167 



TABLES. 
Table. Page. 

I. Comparison of Total Enrolment and Average Daily Attend- 134 
ance, 1912-1920; Each Year Compared with the Preceding 

Year, 134 

II. Comparison of Total Enrolment, Average Daily Attendance, 
and Tardiness, Each Year Compared with the Preceding 
Year, 135 

III. Distribution of Pupils by Grades from 1915 to 1920 and Per- 

centage Distribution of Pupils by Grades, 136 

IV. Distribution of Age Groups from 191 1 to 1920, with Changes 

and Per Cents of Change, 137 

V. Distribution of Pupils by Percentages of Age Groups in the 

Enrolment, 138 

VI. Percentages of Under-age, Normal-age, and Over-age Pupils 

in the Hackensack Elementary Schools, 1914-20, 139 

VII. Percentage Distribution of Pupils who are One, Two, and 

Three or More Years Over Age in Grades One-Eight, .... 140 

VIII. Age-Grade Table for Elementary Schools, 142a 

IX. Age-Grade Table for Elementary Schools (Non-Transfers), 142b 
X. Age-Grade Table for Elementary Schools (Transfers), 142c 



(131) 



132 The Hackensack Schools. 

Table Pagi;. 

XI. School Record of Grade and Progress in School — Entire 

System of Elementary Schools, 145 

XII. School Record of Grade and Progress in School — Entire 

System of Elementary Schools — Those Not Transferred, 146 

XIII. School Record of Grade and Progress in School — Entire 

System of Elementary Schools — for Children who have 
Transferred from Other School Systems, 147 

XIV. Percentage of Promotions, Double-promotions and Non-pro- 

motions based on Number of Students in Each Grade at 

End of Term — Semesters 1917, 1918, 1920 and 1921, 152 

XV. Withdrawals from the Hackensack Schools, 1918-20 — Classi- 
fied as to Cause, 154 

XVI. Ratio of High School Enrolment to Population, etc., 156 

XVII. Increases in Enrolment — Hackensack High School — Distribu- 
tion by Courses, Years and Totals, 158 

XVIII. Enrolment by Classes and Percentage Retained for Graduation, 159 

XIX. Elimination by Courses, Classes and Sex, 1920-21 160 

XX. Elimination from High Schools on Basis of Every 100 En- 
rolled in First Year, 161 

XXI. Number of Graduates by Courses, 162 

XXII. Non-Resident Student Facts, 162 

XXIII. Failures by Subjects, 164 

XXIV. Number and Percentage of High School Students on Roll 

at End of Term who Failed in i, 2, 3, 4 or 5 Subjects at the 
End of Each Semester, 165 



CHARTS. 
Chart. Pag^. 

1. Proportion of Children Over Age, of Normal Age, and Under 

Age — Hackensack Elementary School Grades 148 

2. Proportion of Pupils in Hackensack Elementary School Grades 

Making Slow, Rapid, and Normal Progress, I49 

3. Non-Promotions in Hackensack Elementary Schools Due to 

Various Causes, ^S^ 



Classification and Progress of School Children 



E,NROIvI,MENT AND AVERAGE DAIEY ATTENDANCE 

During the period 1912-1921 the enrollment in the Hacken- 
sack schools has grown 33.7 per cent. In 1912 the total enroll- 
ment was 3,290; in 192 1, 4,399. The average daily attendance 
for this same period has grown 36.6 per cent. These facts are 
shown in Table I. From this table it is also evident that the 
percentage which average daily attendance is of enrollment has 
increased from 79.9 per cent in 19 12 to 81.6 per cent in 192 1. 
There has been a steady increase of enrollment, except for the 
war year 191 7, and the increase in average daily attendance has 
been slightly greater. 

The relation of average daily attendance to total enrollment 
may be considered one of the indices of the efficiency of a school 
system and especially of the efficiency of the attendance depart- 
ment. No standard ratio between total enrollment and average 
attendance has been determined becau&e such a ratio would vary 
within certain limits according to conditions prevailing in a com- 
munity. It does seem reasonable to expect an average daily 
attendance which is 85 per cent or more of the total enrollment. 
An attendance department should, at least, set a standard of this 
kind which it should endeavor to attain. It is recommended 
that every effort be made to raise the percentage which average 
daily attendance bears to total enrollment in Hackensack. With- 
out doubt this percentage would be greatly increased through the 
agency of a school census and a permanent continuing school cen- 
sus department which would assume the responsibility of discov- 
ering why there vv^as not a higher ratio between these two ele- 
ments and of applying the remedies to secure better results. 



(133) 



134 



The Hackensack Scnooi.s 



Table I. 

COMPARISON OF TOTAL ENROLLMENT AND AVERAGE DAILY ATTENDANCE, I912-I92O; 
EACH YEAR COMPARED WITH THE PRECEDING YEAR 



u 
a 


c 

B 

c 


u 

bo 

6^ 


C C 
Ph 


Q <" 


5 M 

OPh 




Per Cent which 
Average Daily 
Attendance is 
of Enrollment 


I912 

1913 
1914 

I915 
I916 

1917 
1918 
I919 
1920 
I921 


3,290 
3,380 
3,466 
3,564 
3.601 
3,488 
3,752 
4,029 
4,220 
4,399 






2,629 

2,725 
2,762 

2,951 
2,856 
2,828 
2,978 
3,139 
3,286 
3.590 






79.9 
80.6 

79-7 
82.8 

79-3 
81.8 
79.4 
77-9 
77-9 
81.6 


90 

86 

98 

37 

-113 

264 

277 

191 

179 


2.7 

2.5 

2.8 
I.O 

-3-1 
7.6 
7.3 
4-7 
4.2 


96 

37 
189 
-95 
-28 
150 
161 
147 
304 


3.6 

1-4 
6.8 
-3.2 
-1.0 
5-3 
5-4 
4-7 
9.2 


Change 
[912-1921 


1,109 




33-7 1 


1 
961 1 36.6 





In Table II the comparison is made between total enroll- 
ment and average daily attendance, and also the ■ total number 
of cases of tardiness for each of the years 191 2 to 1921. The 
number of cases of tardiness is shown to have increased far 
beyond the increases in total enrollment and in average daily 
attendance. The percentage of change from 19 12 to 192 1 in 
total cases of tardiness has been 75.9 per cent. This great pre- 
valence of tardiness furnishes further evidence for a better or- 
ganization of the attendance department and a greater emphasis 
on the values to be derived from promptness and regularity of 
attendance. 



The; Hackknsack Schools. 



135 



Table II. 

COMPARISON OF TOTAL ENROLMENT, AVERAGE DAILY ATTENDANCE, AND TARDINESS, 
EACH YEAR COMPARED WITH THE PRECEDING 



(U 


c 

s 

e 


CU 




c ^ 
<" 5 

1-0 

Ph 


in 

tn t« 

"73-3 

03 


Per Cent 
of Change 


I9I2 

I9I3 
I9I4 

I9I5 
I9I6 
I9I7 
I9I8 

I9I9 
1920 
I92I 


3,290 
3,380 
3,466 
3,564 
3,601 
3,488 
3,752 
4,029 
4,220 
4,399 




2,629 
2,725 
2,762 

2,951 
2,856 
2,828 
2,978 

3,139 
3,286 
3,590 




2,732 
3,418 
3,541 
4,318 
3,881 

4,535 
6,051 
4,780 
4,905 




2.7 
2.5 

2.8 
I.O 

-3.1 

7.6 

7-3 
4-7 
4.2 




3 

I 

6 
-3 
-I 

5 

5 

4 

Q 


6 

4 
8 
2 

3 
4 
7 
2 


25. 1 

3.5 

21.9 

-10.2 

16.8 

33-4 

-21. 1 

2.6 








Total 
Increase 


1,109 


33-7 


961 


36.6 1 2,173 


79-5 



In Table III, data are available showing the distribution 
of pupils by grades as of the enrollment for each year of the 
period 191 5-1920. The largest number of children in Hacken- 
sack do not necessarily attend the first grade. In 1920 there 
were more children listed in the first grade than in any other 
grade. In 19 15 there were more children in the second grade. 
In 19 16 the third grade enrolled more children during the Jan- 
uary period than any other of the elementary grades. Evidently 
the tendency that has prevailed in many communities of retarding 
children in the first grade to a greater degree than other grades 
has not prevailed in Hackensack over the period 19 15-1920. 
For this period, 191 5-1920, the greatest percentage of increase 
has occurred in the first, sixth, seventh, and eighth grades. It 
is most satisfactory to find that the seventh and eighth grades 
have larger percentages of increase than any of the grades one 
to six, and that the percentage of increase in the eighth grade 
is twice that of grade one. These are indications of a satisfactory 
adjustment of the curriculum to the needs of children, and of 
an increasing development of a holding power of the schools 
in this community. 



136 



The Hacki;nsack Schooi^s. 



In the second part of this table the figures for age grade 
enrollment have been changed into percentages of the total en- 
rollment. It will be noted that the greatest increase in per- 
centage of total enrollment has also been in the eighth grade, 
and that the seventh grade increase is satisfactory as compared 
with the changes for this period in grades one to six. This is 
further evidence of the desirable increase of students in the upper 
grades of the schools. 

TabivE III 

: DISTRIBUTION OF PUPILS BY GRADES FROM I915 TO I92O 

[ , January Enrollment for Each Year 

Change Per cent o'f 

i<)i6 1917 1918 1919 1920 from Change from 

1913-1920 1915-1920 



Grade 

1, • 

2, . 

3, . 

4, • 
5> • 

6, . 

7, • 

8, . 



1915 

. 350 

• 374 

• 334 

• 307 
. 312 
. 261 
. 205 
. 170 



341 
303 
378 
324 
303 
256 
223 
183 



340 
299 
319 
329 
309 
273 
230 
183 



351 

299 
303 
319 
307 
272 
258 
188 



314 
301 
330 
341 
301 
256 

251 
204 



402 
316 
345 
320 
310 
300 
236 
218 



52 

-58 

II 

13 

-2 

39 
31 



Total, 2313 2311 2282 2297 2298 2447 



134 



14 
-16 
3.2 
4.2 
-.6 
14 
15 
28 

5-7 



PERCENTAGE DISTRIBUTION OF PUPILS BY GRADES 

191 5- 1920 January Enrollment 



ade 


1915 
15 


19 16 

15 
13 
16 

14 
13 
16 
10 
8 


1917 
15 
13 
14 
14 
13 
12 
10 
8 


19 18 

IS 
13 
13 
14 
13 
12 
II 
8 


1919 

14 
13 
14 
15 
13 
II 
II 
9 


1920 
16 
13 
14 
13 
13 
12 
10 
9 


Average 
15-0 




16 


13-5 


■3 


14 


14.0 




13 


13.8 


K .... 


13 


I3-0 


6 


12 


12.5 


7, 

8, 


9 

7 


10. 
8.0 



Total * 100 100 100 100 100 100 

♦If carried to next decimal place these figures would total 100. 

Another method of measuring the holding power of the school 
is by using the age distribution. Such a distribution for the years 
191 1- 1 920 as secured from the annual reports submitted to the 
New Jersey State Educational Department is shown in Table 
IV. It will be noted that each age group increases in size 
until it reaches the fifteenth year. At that point a falling off 
begins. The ability of the Hackensack schools to hold children 



Thej Hackensack Schooi,s. 



137 



through the fourteenth year is noteworthy. Few school systems 
have been as successful as Hackensack in thus keeping children 
in school. It is not only a tribute to the school, but also a tribute 
to the type of population living in Hackensack. The effort should 
he made to increase the holding power of the schools after 
the fourteenth year. The necessary curriculum adjustment will 
be one of the progressive steps toward this end. 

Table IV 

DISTRIBUTION Of^ AGE GROUPS FROM I9II TO ig20, WITH CHANGES 
AND PER CENT OF CHANGE* 



Age 



13. 
14, 
IS, 
16, 
17, 



139 

285 
270 

27s 
242 

239 
262 
229 
231 
258 
257 
217 
136 
86 
50 



162 
243 
288 
287 
273 
240 
249 
273 
240 
241 
246 
227 
162 
103 
39 
IS 



177 
283 

2SS 

271 
306 
287 
250 
259 
26s 

227 
255 
225 
165 
103 
49 
9 



292 
306 
266 
312 
302 
286 
260 
261 
261 
235 
198 
159 
94 
SS 



Total, 3188 3290 3380 3466 3564 3601 3488 3752 4029 4220 



204 

249 

339 

302 

288 

326 

302 

278 

259 

266 

265 

201 

128 

8S 

S3 

16 

3 



1916 



1917 



1918 



208 
269 
284 
340 
291 
302 
302 
308 
289 
241 
267 
244 
121 
66 
43 
24 



150 

258 

294 

263 

346 

301 

291 

285 

302 

313 

238 

202 

129 

65 

40 

7 

4 



180 
240 
299 
316 
302 
245 
314 
281 
309 
338 
344 
238 
123 
84 
32 
7 



247 

28s 

301 

314 

329 

308 

345 

307 

320 

358 

354 

294 

143 

72 

42 

6 

4 



210 

349 

34S 

312 

335 

351 

333 

356 

324 

350 

348 

300 

i6s 

95 

31 

15 

3 



Change 
From 
191 1 



211 
63 
30 
— no 
—147 
— 208 
— 247 
—226 



Per Cent 

of 
Change 



22 
II 
— ^40 
—60 
—87 
—94 
—99 



• Data secured from the age distribiitions of the annual reports to the State Department 

In Table V the age distribution of pupils of the previous 
table has been converted into percentages which each age group 
is of the total enrollment. The diflferences in percentages in 
1911-1920 are very slight for each age group. In fact, the varia- 
tions in percentages for each age group extending over the years 
1911-1920 are such as to indicate that all age groups, with a 
possible exception of the ages above fifteen, are maintaining 
their relative proportion of total enrollment. It is rather sur- 
prising to find small decreases in the percentages occurring in 
the ages above fifteen. It is interesting to note that the crucial 
ages, 13, 14, 15, have slightly increased their percentages of 
the total enrollment. The emphasis on the attendance of age 



138 



Thk Hackensack Schools. 



groups should evidently be placed on the two extremes, namely, 
upon children 5, 6, and 7 years of age, as well as children above 
the 15th year period. 



Table V 

DISTRIBUTION OF PUPILS BY PERCENTAGES OF AGE GROUPS IN THE ENROLLMENT 



Age 



13, 

14, 

IS, 

16, 

17, 



4-3 
8.9 
8.4 
8.6 
7-5 
7-5 
8.2 
7-1 
7.2 
8.2 
8.2 
6.8 
4.2 
2.6 
1-5 
• 3 



4-9 
7-3 
8.6 
8.6 
8.3 
T-Z 
8.4 
8.3 
7-3 
7-3 
7-Z 
6.8 
4.9 
3-1 
I . I 



S-2 
8.3 

7-S 
8.0 
9.0 
8.3 
7-Z 
7-7 
7.8 
6.7 
7-S 
6.7 
4.8 
3-0 
1.4 



191S 



4.8 5 
8.4 6 
8.8| 9 
7.6I 8 
9.0 
8.7 
8.2 



S-7 
4-S 
2.7 

i-S 
•3 



1916 



I I 



I I 



1918 



Uz 



In Table VI are shown the percentages of over-age, normal 
age and under-age children in the Hackensack elementary schools 
for the period 1914-1920. The distribution of percentages is also 
given by grades. In the last column of this table it will be 
noted that the percentage of under-age children for the period 
1914-1920 has been increased from 9 to 17; that the percentage 
of normal-age children has been increased from 63 to 66; that 
the percentage of children who may be considered over-age has 
been reduced from 28 to 17. These changes in age conditions 
over this period are indicative of very satisfactory progress in 
the adjustment of curriculum to the child. Such an adjustment 
has been brought about in Hackensack through the placement of 
over-age children in special classes; through the establishment 
of foreign classes, and through the reduction of the teaching 
load where children creating a particular problem have been 
congregated. There is every evidence in these figures of ade- 
quate supervision on the part of school principals and supervis- 
ing principal and of an effort to maintain a normal condition 
where undesirable conditions had developed. 



The Hackensack Schools. 



139 



It may be expected that there will be a further reduction in 
over-age conditions in the next few years, and perhaps even a 
further increase in the percentage of children who are under- 
age, and therefore in the percentage of those who are making 
rapid progress. Evidently the greatest task lies in the over-age 
conditions still to be found in grades 31 to 6. 



Table VI 

PERCENTAGE OF UNDER-AGE, NORMAL-AGE, AND OVER-AGE PUPILS IN THE HACK- 
ENSACK ELEMENTARY SCHOOLS, I914-I92O 

Under Age 



YEAR 









GRADE 








1st 


1 2d 


1 3d 


1 4th 


Sth 


6th 


7th ! 


Sth 


16 


10 


8 


6 


9 


4 


6 


ID 


10 


18 


13 


8 


8 


II 


4 


8 


15 


9 


16 


13 


9 


10 


10 


6 


13 


13 


10 


12 


12 


9 


7 


14 


13 


14 


17 


13 


16 


17 


15 


18 


13 


13 


15 


15 


II 


23 


20 


19 


15 


14 


II 


15 


19 


15 


26 


24 



Total 



1914, 

191S, 
1916, 

191 7, 

1 91 8, 
1919, 
1920, 



9 
II 

II 
II 

15 
16 

17 



Normal Age 



1 91 4, 
1915, 
1916, 

1917, 
1918, 

1919, 
1920, 



74 


68 


62 


62 


48 


56 


59 


66 


82 


67 


62 


60 


62 


56 


62 


63 


82 


78 


67 


59 


57 


62 


63 


61 


78 


7« 


72 


63 


54 


58 


67 


65 


81 


72 


70 


70 


56 


51 


60. 


62 


92 


75 


68 


6q 


62 


52 


55 


62 


76 


75 


69 


65 


59 


63 


58 


56 



Over Age 



63 
64 

66 

67 
66 
66 
66 



1914, 

1915, 
1916, 

1917, 
1918, 
19 19, 
1920, 



1 22 


30 


22 


15 


25 


32 


13 


17 


28 


9 


18 


25 


14 


13 


17 


12 


17 


16 


II 


20 


20 




36 


24 


34 


39 


27 


33 


26 


21 


25 


20 


25 


19 


16 


20 



26 
25 
23 
22 

19 
18 

17 



In Table VII the over-age children of grades i to 8 have 
been distributed according to the number of children one year 
over-age, two years over-age and three or more years over-age. 
Each of these groups shows a very satisfactory reduction in 
percentages during the period 19 15-1920. In all the grades 
from I to 8 has the percentage of children one year over-age 
been reduced very perceptibly. In all grades except the first and 
third the percentages of children who are two years over-age 



140 



The Hackensack ScpiooIvS. 



have been reduced. In all grades except the first have the per- 
centages of children v^ho are three or more years over-age been 
reduced during this period. This is further evidence that the 
proper individual attention is being paid to those cases which 
do not adjust themselves readily to the school curriculum. Only 
constant care and thorough diagnoses of school conditions and 
school problems on the part of teachers and the supervisory 
staff could have brought about the very satisfactory results evi- 
dent in this table. 



Table VII 

PERCENTAGE DISTRIBUTION OE PUPILS WHO ARE ONE, TWO AND THREE OR MORS 
YEARS OVER AGE IN GRADES I'S 

One Year Over Age 



YEAR 









GRADE 








Total 


1st 


1 2nd 


1 3rd 


1 4th 1 5th 


1 6th 


t 7th 


1 8th 




4.8 


lO.O 


15-2 


19-5 


18.2 


17.6 


25-3 


25.2 


15.6 


2.6 


9.9 


12. 1 


17.9 


21. 1 


18.3 


15.6 


28.4 


14.7 


7-9 


6.6 


13-4 


14-5 


21.0 


22.3 


16.9 


16.3 


14.8 


3-4 


lO.O 


9.9 


II. 9 


17.0 


22.0 


18.2 


14.8 


12.9 


4-7 


7.6 


II. 2 


9.6 


16.8 


19. 1 


18.7 


iS-i 


12.4 


4.0 


9.1 


12. 1 


12.8 


12.9 


16.0 


12.7 


1.S.1 


II. 4 



I9IS, 
I9I6, 

191 7, 
1918, 
1919, 
1920, 

1915, 
1916, 
1917, 
1918, 

1919, 
1920, 

191S, 
1916, 

1917, 
1918, 
1919, 
1920, 



Two Years Over Age 



1-7 


3-4 


S-O 


6.5 


7-3 


II. 4 


S-O 


10. 


.6 


1.6 


3-9 


7-4 


«.s 


7.8 


9.4 


4-3 


• 4 


2.3 


3-1 


7.8 


9.0 


9.8 


7-3 


3.8 


2.5 


2.6 


1.6 


4.0 


7-1 


8.8 


6.1 


4.9 


.6 


4-3 


4.2 


4-S 


6.3 


5-4 


S.I 


3.0 


3.0 


i-S 


6.9 


4.6 


5.8 


5.6 


3.0 


4.0 



6.0 

5-2 

5-2 

4.6 
4.0 

4-3 



Three or More Years Over Age 



.8 


1.4 


4.4 


4.8 


3.7 


4.2 


2.4 


3.2 


3. 


.3 


1.3 


1. 5 


3-2, 


8.3 


1.9 


1-3 


.5 




.6 


• 3 


1.5 


2.4 


3.8 


.7 


1.8 


I.I 




..s 


1.3 


1.2 


1. 5 


3.6 


I.I 


.7 


.0 




.0 


.3 


1.8 


2.1 


2.0 


.8 


.4 


•5 




2.0 


.0 


.6 


2.8 


2.9 


.7 


.4 


I.O 





THE: EEEECT OE TRANSEER EROM OTHER SCHOOL SYSTEMS INTO 

THE HACKENSACK SCHOOE SYSTEM ON OVER-AGE AND 

SEOW PROGRESS CONDITIONS 

In the preceding age-grade study the data have been taken 
from the annual printed reports of the superintendent of schools. 



The Hackensack Schools. 141 

In each case the age span for the normal period for each grade 
was considered in these reports to be two years. This made the 
age-g-rade tables of the period 19 15-1920 comparable, as the 
same age spans were used throughout. It was thought desirable 
to discover whether the children who had spent all of their 
school lives in the Hackensack schools were classified to the same 
degree in the over-age group or in the slow-progress group a5 
those children who are now in the Hackensack schools, but who 
had spent part of their school lives in other school systems. In 
other words, the transfer of children from other school systems 
into the Hackensack school system has what bearing upon the 
progress that the child makes within the local school system? 

With this object in mind, all elementary teachers in Hacken- 
sack were asked to submit a record of progress and age for all 
children in their respective classes. A special age computation 
table was used which would permit all teachers to calculate ages 
on the same basis. In submitting this information teachers were 
asked to separate pupils who have attended no other school sys- 
tem than that of Hackensack, and those who had at some time 
or other attended school systems other than the local one. The 
age-grade data thus secured were consolidated on Strayer- 
Engelhardt Age-Grade Tables for Elementary Schools, as shown 
in Tables VIII, IX and X. 

In these age-grade tables the normal age span for any one 
grade is taken as one and one-half years, thus making a dif- 
ference with respect to the percentages of over-age and under- 
age children that are found in the previous tables, where two 
years were taken as the normal-age span. The three age-grade 
tables, however, are comparable between themselves. Table 
VIII includes all of the elementary school children in Hacken- 
sack as of February, 192 1. Table IX shows all of the ele- 
mentary school children in Hackensack who have always at- 
tended the Hackensack public schools. Table X includes the 613 
elementary school children in Hackensack who have moved 
from other school systems into the Hackensack school system. 



142 



The Hackensack Schooi^s. 



The following summary shows the entire situation with 
respect to the percentage of children over-age and under-age in 
these three groups. 







Elementary 


All uf the Chil- 






School 


dren Who 




All Elemen- 


Children Who 


Have Entered 




tary School 


Have Always 


the Hackensack 




Children 


Attended 


School System 






Hackensack 


from Other 






Schools 


School Systems 


Percentage of children 








of normal age, 


43-9 


48.1 


33-7 


Percentage of children 








over age, 


41 .9 


36.4 


56. 


Percentage of children 








under age, 


14.2 


15-5 


10.3 



When children stay in the local school system throughout their 
school lives, only 36.4 per cent of them are found within the 
over-age group on the basis of one and one-half years for the 
normal-age span. When children transfer from other school 
systems into the Hackensack school system the adjustment ap- 
parently becomes difficult, for 56 per cent of such children are 
classified as over-age for their grades. The problem which 
presents itself in Hackensack is the adjustment of the work for 
these children who are transferred from other school systems, 
so that the percentage of over-age children may be considerably 
less. The percentage of over-age children among those who 
spend all of their school lives in the local school system is very 
small, according to the rigid method of calculation utilized in 
Tables VHI. IX and X. 



THE RECORD OF GRADE AND PROGRESS IN SCHOOL 

Supplementing the age-grade study a grade-progress study 
was made, involving the same three elements, namely, all ele- 



Schools SaoJcanaksX Jl.m'ntuT. 



, 1 



liyn-iaum. 

I It ;n. 1 ana. 



I6)jimkr to 



KlNDBSGABISK 



O T , B O 



142 b 



sa.ool.8. .Sotlr»-^aiiaotaryJJ'porIranafarB) 





GUIM 


KimiiBI 


.iin.1 




SBcntui 










AgcpenoJ 




MU 


lU. 


N» 


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5rn.»™M. 
B T 


B G 


T 


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»yt» 


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1 






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,jy«.ja«. 








yr^ 


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Urn- 


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■%ta 


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<^r\ 










^rp. 


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m r» I to 

■'^■;:: : 

i4yii. I to 

14 rn. If 

14 yn.3 I 
Jl4| yr* 



Syrs. 



Mrn.9aH8. 

IS ft%. S mot. 
tlrn.Smas. 



ToUl Nusbct 
rn •-TQt o( chiiina 




153 



5S.0 


66.9 


M.9 


48.0 


SE.O 


31. E 




W-l 


13.9 



142 a 



The Hackensack Schools. 



TABLE VIII 




6M.9 


63.4 


52.6 


S6.t 


50.0 


41.a 


48,1 


46.6 


tt.Z 


41.1 


32.1 


39.9 


M.l 


ti.i 


tt.a 


34.3 


33.1 


46.2 


37.2 


45.1 


56.6 


46.3 


51.3 


45.6 




11.3 


13.6 


9.6 


16.9 


;i2.o 


14.7 


9.3 


IS.l 


12.6 


16.6 


14.6 



36.2 


38.9 


30.9 


54.7 


42.9 


38.2 


10.1 


18.2 


30.9 



The Hackensack Schooi^s. 



TABLE TX 



AGE-GRADE TABLE 

FOR ELEMENTARY SCHOOLS 

Tsaa-QmAitm i roaxia CL\on Fitto CRADe 



CompUttL- 7™?.y?l AgaCoiBpatof MoC«Bn.l*-1 

Sunt Chads Sevswtv CiAoa KKsmCmAam Ttal 



T3. J mm. llrn^osH. I2ri3^,lmai. ■IZya.9tBiM. 
CT BOT B.OTBOT 



























a. 


























» 


• 


A 


7 


1 


















160 
ICT 

US 


"b 


»| 


14 


2 

a 


1 

4 

16 


1 
14 


1 


2 
X 


a 
1 

T 

9 


1 
4 
6 


a. 

2 
14 


S 
14 
8 


116 


'1 


91 


32 


US 


s 


»l 


29 


»\ 


116 


B 


9 
S 

Z 

1 
1 
1 


17 __ 
7 

a 

3 

1 


36 


18 
13 


109 


S 


..1 


100 


1 


14 
4 
3 

3 
1 

X 


£1 

10 

11 

5 

6 


23 


IB 

21' 


lOT 


t 


"1 


"1 


91 




9 

10 
5 
3 

1 


14 
14 
5 
6 

£ 


15 


16 


n 




„| 


20 


15 
14 


lit 




IE 
5 
S 


»l 


19 
IS 


88 




16 

7 


e 

12 


IS 
11 


66 




15 


61 























1 


1 






















1- 


1 


Its 


118 


131 


106 


110 


104 


86 


100 


82 


83 


76 


1769 


&4 


61 


69 


31 


47 


39 


32 


35 


29 


32 


24 


846 


45 


26 


61 


54 


46 


46 


39 


46 


42 


32 


28 


640 


15 


21 


11 


21 


17 


19 


15 


19 


11 


19 


24 


«7S 


11. Z 


&1.7 


52.7 


29.3 


42.7 


37.5 


37.3 


3B,0 


36.3 


36. 6 


31.6 


48.1 


?6.0 


JO. 5 


39.0 


50.9 


41. B 


44. S 


45.4 


46. 


51.3 


38.6 


36.8 


36.4 


19. U 


17. a 


8.3 


19.8 


15.5 


10.2 


17.3 


19.0 


13.4 


22.8 


31.6 


isa 



SBBt^ 


TaiiraTusa 





OUH 


KlMSEXCAXnJf 


f 


Sicnoli 


MOUUL AC 


a 


Am children wh«- 


4 yr» 9 ffla«. 5 yra. 3 not. 
to 4 '^j 

BO T ,8 X3 T 


Sim.911 
B G 


, 4 ytt. S mo*. 







4™.m». I "1 

>yn. toi I I 

- ■"■^~l \ L. 



Uyn. 






HV- \ 


7yii.^J»i». 
7|ii.»iaM- 


1 




1 


• j»9l»». 


1 

|»T». 


»yn.3ii»». 


Min. 


»yif.9llUB. 

10jn.3ii»». 


Wia' 


UjiiJiaoi. 


111 jit. 


Wjii.»iii«fc 
Uyn-SOKS. 


Illirn. 


llyit-iSmga. 
ll>yn.9oiot. 


IJjn. 


.J1JI1.9II«», 




tzyn-licM. 


IJIjn. 


j»y^»«»»- 




1 12 j™. 9 mos. 



,"»» 



7yri. : 



: iJ yrt. 9 root, 
II yn. I ^^ to^ ^^ 
Total Number 
Nunber ol normal 



142 b 



Thk Hackensack Schooi,s. 



TABLE IX 






«e 


17 


15 


£0 


16 


21 


11 


£1 


17 


19 


16 


19 


11 


19 


24 


ns 


6t.O 


66.9 


S4.9 


60.3 


64,9 


51.2 


51.7 


52.7 


29.2 


42.7 


37.6 


37.3 


36.0 


36.3 


38.6 


X1.6 


48.1 


48.0 


tE.O 


31. E 


39.5 


C7.5 


56.0 


JO. 5 


39.0 


50.9 


41.6 


44.3 


45.4 


46.0 


51.3 


36.6 


36.8 


36.4 


„.,„ ^^ 


„.".! 


13.9 


10. C 


17.6 


10.0 


17. a 


8.3 


19.8 


15.5 


10.2 


17.3 


19.0 


13.4 


22.6 


31.6 


U.I 



142 c 



The Hackensack SchooIvS. 
TABLE X 



AGE-GRADE TABLE 

FOR ELEMENTARY SCMOOLS 




52.9 


37,6 


M.t 


27,» 


36.S 


30.6 


16.9 


38.6 


21. a 


43.9 


39.3 


35.1 


39.6 


29. 4 


38.7 


36.3 


66.3 


51.4 


63.6 


67.9 


56.1 


70.6 


63. a 


66.4 


45.6 


52.9 


u2.2 


52.6 


41. e 


66.0 


11.6 


6.2 


14.a 


9.1 


6.3 


21.3 


13.6 


7.7 


13.4 


10.6 


7.1) 


2.7 ■ 


7.9 


29.4 


10.3 



The Hackensack Schools. 



143 



mentary school children, all elementary school children who had 
spent all of their school lives in the Hackensack schools, and all 
elementary school children who at some time or other had trans- 
ferred from other school systems into the Hackensack school 
system. These grade-progress studies are shown in Tables XI, 
Xn, and Xni. A summarization of these tables is presented 
below. 

RECORD OF GRADE AND PROGRESS IN SCHOOL 



All Elemen- 
tary School 
Children 



Per cent of children making 
slow progress, 

Per cent of children making 
normal progress, 

Per cent of children making 
rapid progress, 



47-5 
39-5 
13- 



Elementary- 
School 
Children Who 
Have Always 

Attended 

Hackensack 

Schools 



44.2 
43-2 
12.6 



All of the Chil- 
dren Who 
Have Entered 
the Hackensack 
School System 
from Other 
School Systems 



57-1 
28.8 
14. 1 



From this summary it is evident that the conclusions drawn 
from the age-grade study are correct, namely, that those chil- 
dren who have at some time or other attended other school 
systems, make slower progress than those who have always had 
the advantage of attending schools in Hackensack. About 57 
per cent of the children who have transferred from other school 
systems make slow progress and only 14 per cent make rapid 
progress. Where children remain always in the Hackensack 
schools, only 44 per cent make slow progress, as against the 
57 per cent of the other group. It is not surprising to find that 
the percentage making rapid progress is smaller iri the latter 
case, as the group of children who have transferred from other 
school systems include a large number of those for whom special 
provision for rapid progress is being made in the school system 
through the agency of special classes of various kinds. In one 
sense the facts of this last summarization may be taken as an 
indication of the development of a higher standard in the schools 



144 The Hackknsack Schooi.s. 

of Hackensack over the standards of other school systems. 
The conclusion may also be drawn that children tend to progress 
better under conditions with which they are familiar. The 
Grade-Prog-ress records for each individual school are shown 
in tables of the appendix. 



The Hackensack Schcx)ls. 



145 



sunxi 
School Record of &9de an4 Progress in School 



Sdhoolt 

PARTI 



ftimiy mi 



Ha OF 


mcnlc 


>nd 


Enle 


« 


Snde 


4<k 


Inde 


StllC 


',nie 


to, 


>»fU 


7th < 


>»Jc 


«uic 


.nile 9tliG 


^•d* lOtha 


vScaooL 


pi: 


A* 


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1 
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14 


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9 


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u 
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17 


B • 

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81 


A* B' 

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74 


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a 


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li 


97 


es 




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40 




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e u 

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6 

1 a 

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V 
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u 

4 
4 

1 
a 


68 




s . 


96 

as 

u 
19 

9 
8 

1 
1 


40 




91 


42 
£8 

14 


68 




« 


ao 
11 

10 

8 

a 


ts 




•i 


61 

la 

17 

z 

s 
1 


88 




> 


ei 

17 
6 
10 

a 
a 


24 




n 


89 
U 
S 

1 


27 




< 
•1 


u| 

17 
9 
S 
9 

I 


— 1 


9 

10 
101 





ao« 

UB 
IM 
ISl 

m 
us 

ITS 

in 

168 

UT 
198 

US 
191 
90 
lU 
8S 
43 
IS 



Tot.i> at atf US ITS 14SUB us us uo itsus us ui us ui uo 

"Zl*^^?^ at TO M to (8 6T so 9T 91 90 97 88 86 88 59 El 
9088 74 6168 4066406028868487 

s 81 17 as u u 17 19 ae 40 88 86 sa 

4S444t61COtlt06a4167 4S4*4t 
81 86 47 83 48 87 89 86 tt 17 sa to as 

4 81 11 It 7 U U U 17 84 U 81 89 



DonnaJ prosiru •■* *• 

Number malna| ^ 



Per cent nuldnf .-y. 

dow progress JWW 
Per cent nutkinf 
ODroul progrcM 
Per ceat nuSdnf 

r^iid pnag r eg 



asra 
lur 
sst 
sot 

4T.B 
89.8 
U 









V«n 


3 or 1 31 3 1 It i 1 
More 1 Yon \aa ' Ye««l 1 Y»f 


yL 


Nnmtet 


;■ i 1 i ■ "9 i i5 f 72 


a^ 


Peroest 


.u 1 .OS ; .1 1 .4 ' 8.1 


• t 



1 




Childmi Mildoi Sow Profrea* 




ivL- 


vL 


v'i. vi,|v2i,. 


Mm 


TOM'. 


c 


B 

890 


G ' i K 
144 1 61 1 84 


M 
SB 


asTf 


«.S 


U.8 


6.08 j 8.4 ' 1.48 


1.46 


uo 



NoTS' Tbii fono i> f or tbe u« of prSocipato is eooscdi^tlat the reoordi frocD vafioui cUaaei u lifted by Um tacbera co the form deopuited ncord o< tfo 
•ad procrem (StrB7cr-Ei«elh»rdt Record Cud Seriei Na 131.) Imffrtmmt. Th* pcrpeadicuUr toul should •ctwd the boruooUl total No. 1. No. 1 in Put Om 
ftbould cqiHl -Na i io Pairt Two. The flum of items 2, J ud 4 ibould equal i. The ■am of kU the items to the bUcJc ■qiiArcs in Part Oae shoold equ«l No. } 
in Port T«D. ^brae arc normal ia prosresi). The turn of ill the items above tlte bloclc squares ritould eqoal No. 2. (Tbeae an rapid io progrea). The tuq 
of all tbe iiemrbelow tbe black squares should equal No. 4. (Theee art slow is pr o gr es s). Tbe sum of all the Itema ooe space abore the bUck squares in Part 
One (hould equal D in Part Twa (Tbeee are ooe-hatf year rapid in progress). Tbe sum of items two spaces above the black squares should etiual O, thoee three 
spKC3 above ihoutd equal P, etc Check up tbeee itma by half jsus for apaoes below the black sqoarce also, to aea that tbe Roa of the fificreeia tbe 6m wftm 
Mom the black equant, tbt eeoosd spaoe bekm, the third space, etc. eqe*! C, E, G. etr.. r«pectivtlr. 

entAvta-RMCkHMioT sohoh hoow qmw skmcs.-o. r. wttAfun * wn, ihb., mmtt, m, t. 



IO H S 



146 



The Hackensack School,s. 



m ScHoot 



una HI _ ^ 

School Record of Grade and Progress ia School 



(TlWM 



Hitlr* aytt «n _ElpMnt§.r;_ 
Soliooli 
not tr*n(f*nr«d) 



Semester BegumiDE—^J^lrBarjC.UtL 
PART 1 



4lh Grade Jth Grade 6th Grade 7th Grade 8th Grade 9thCfa d» HJAGni* lUhOrade 12th Grade 



>. i- 



, 8 • A • B " I' 









B 


2 

24 


1 
2 

U 


a 

20 


B 

B 


2 
2 


1 
9 


10 
E 


2 

10 
IB 


1 
3 2 




24 


17« 


a 




1 


42 


n 




14 


28 


61 




11 


44 

a 

e 
1 

1 


42 




4 


19 
18 

4 
3 


60 






21 
20 
2 
4 
2 
2 


40 






29 
It 
B 
8 

1 


68 


14 


8 






26 

20 
9 
« 
9 

1 


81 


9 


I 




IS 


- 






U 20 


f» 






1* 18 
« 9 

2 7 
« 2 

1 


SI 

u 
u 

3 
2 
2 

-1 


32 






IB 
11 
8 
2 
2 
1 


20 


12 


3 


2 




29 
10 
10 
2 
1 
1 


23 


18 


19 




15 


20 


7 






UTS" 


19 




.6 » 
10 4 
I 1 


8 
10 


— 1 






• 


L- 


■— 1 






< 


L 


n 



1VtA». 



203 
130 
147 
111 
116 
94 
129' 



Totu.' 28 232 122 U6 US 12E 118 131 106110 104 86 100 82 88 76 

"rJT.^?^ 28 B6 41 60 U Bl B6 63 B9 B2 61 39 B3 48 40 34 

SSS'p^'T^f 176 79 81 43 60 40 B8 81 44 33 82 20 23 20 19 

Number malimg • R Jft U 22 10 16 14 10 IB 27 16 23 28 

rapid pfn£rea 

'^""ptJjS' 100 24.2 8W 41 J 39 «tf 47J 4aJ. 65.747,368.7 4EiA 68 62,4 412 U,8 

KrSVi^» TB.a 64368.6 38^48 359 44-8 2».3 40 3W W.Z 20 28 8U2B.1 

"^t 1.6 3.4 22,9 lU 18.6 7.6 16 12.710617,4 27 19.627.73a 1 

pid prO£r<as 



Pn 



17E9 

777 
7B9 
223 
44.2 
43.2 



OuMftn NCalcifi? Ripid Progress' 



I Yean ' Yf^n I Ye*n ■ Yew | Year 



L. tl 



H I 



B6 I 1^6 






.06 



,11 



,48 ' 3.2 8.8 



789 
43.2 



ChildKa Maldog Slow Pbuko* 



« I I 11 I ' n lot I 

Year I Year Yean \ Yeara ■■ Y— ri [ More | Total" 

c ' i c r K I M ; 

jyH 184 104 ' Mi 19 I 17 ' 1759 

22.21 10.91 B.89',8.11 1.02| .98 | lOO' 



NoTl- Thii tonn ij tor the use ol prinHpala in c<»obdati«g the tecordj from various classes as listed by the tescben on the tomi desipiated record U s«, 
•od orocreu.(Slf>yet.Eci8elha'dt Record Cvd Sent, No. IJl) /^p-rlinl. The pen^ndicular total should eflual the horiiontal total No. I. No. 1 in Part Oo. 
should eouJ No. 5 u) Part T-o. The sura o( items 2, ) and 4 should equj J. The sum of all the items in the btack squares in Part On, should equij No. J 
in Part Tw^ (Th-se are normal in progress). The sum of dl the items above the bUdc squares should equal No. J. (Tlese are rapid in progress). -nuMOl 
c4 all th. Items l»lo. the Hack squares should equal No. «. (These »re slo» in prrigress). The turn of all the items one ap«e above the black squares In Part 
Ob. sh.^ equal B 10 Part T-o. (Th« are ooe-hall year rapid in progress!. The sum of items t»0 spaces above the black ^rrarts should equal D thOM thre, 
,S«^ .bov. sbould equj P. etc. Check „£, ,hese items by hall years lor spaces belo« the bUdr squaio Jso. 10 »» th»t tl» KllM ol the Sjiiral !• U» 6n« IpW 
b*to« tie bUck squares, the second space below, the third space, etc.. equal C, E, G, etc„ respectively. 

snUVtK-IMOCLwanbT t«HOOL ftSCOMO C*«b 51WW.-C. F. WtUl*tfS * SOM. INC., AUaWT, W. T. 



Thej Hackensack Schools. 



147 



Nap? 
Yuu 

aBcaoa,' 



tuaaxtxi 
School Record of Grade and Progress in School 

..»ttaUtt«««J^J|j»g»r_„ Stmeater BegtoUing. 

(roT'OMldran ^ hn» truiftrrcd PART I 
ncli otMr *d6o'ai iritaM) 

IstCradc ZndGnide 3rdGrule 4th Grade Stb Grade fitb Crade 7tTi Gradt Stb Gradt 9th Grade loth Grade llthOrade llihOfWh 



TF- B' *• B- A» B 



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s 


B 


8 


B 
1 


s 


1 
2 


1 
1 
1 


B 

2 

6 


1 

8 

4 


1 
12 




8 
IS 






S 




I 


B 


6 




B- 


a 

1 

1 
1 


9 




1 


4 
10 
i 
2 


? 






10 
B 
1 
3 

1 

1 


14 




2 


C 
8 
2 

a 
1 


11 


1 




e 
10 
4 

1 

1 


25 




I 


19 

1 


9 






12 

6 
S 

6 

2 
2 
1 

2 


24 






16 
U 
2 
8 

1 

2 

1 
1 


7 






11 
12 
8 
4 

8 

1 

2 




1 




e 
10 

2 
1 

I- 


6 






22 
2 
7 

2 


16 








4 








13 

a 

4 










































































1 



14 or over 



1 17 17 SB SB 93 Sa 68 44 60 62 ST 81 Sr 83 34 

1 14 U £0 SI 16 24 84 58 36 86 19 33 16 19 X7 

8 S 99 14 11 86 9 £4 788 816 4 6 

8 68 8 8 8 8 91018 716 9 

^^nr^^ 100 78 68 68 fiO 61 68 66 76 69 69 88 66 41 60 60 

888888 86 40:^402X87 14 49 9411126 

9. 14 9 d 8 4 4 17 16 86 le 89 26 



Total* 

dowprogresi 
Nombef maldng 
donnal progress 
Nuinber malring 

n^i3 progresa 
per cent making 

dowprogreas 



npii] progress 



I7t 

ee 
e7a 
t8.e 

14.1 









1 


Yeaia 


3t, ' ., ; , 

More Years ' Years 


Yi, 


Year 


yL 


Number 


L • J H 
111 


7 


D 

IS 


B 

ES f 


PercBt 


.1 . .1 .1 


.1.1 


2.1 


9.Bj| 




Nora- Thk form is for the use of principalB in coosdidatiog the records frgtn various claasts lu list«d by lh<; t<aichcni un tli« forra ilrn^tutcil rctuj u 
•sd progrea," (Strayer-Engdhardt Record Card Series No. Ul.) Impvriant. The perpendicular loUl shijuld wjuhI ihc huriionLJ U»ul No. 1. Ni*. i in I'cui 
ihould equal No. 3 in Part Ttvo, The sum of items 2, 3 and 4 should equal 5. The suio of dj the items in the blw-k squoiL-s tit f^irt One shuold i-huiJ I 
in Part Two. . (These are normal in progrcas). The sum o( all the items above the blai;k SM>iarcs shuuld equal No. 2. ( The*: tuc i«pt(l to pii-KTc^i)- Tn 
o( idl the itema below the black squaies abould equal No. 4. (These oie slow irf progni;^). The snia of all the items odc spai.e above the LLv.k :;(ju^c3 bi 
One should equal B in Part Two. (These are one-half year rapid in progress;. The sura o) items two spaj-cs above ihe black wiuiucs UioulJ eqkui D, those 
wpuxi above slMJuld equal F, etc Check up these items by half years for spaiaa belfJw the black S4u;in=» abo, to see that the suius of Ihc Ii^u/i» iu the hvX 
below the black squares, the second space below, the third spj^:e, etc., equal C, E, G, etc., respectively. 



148 



The Hackensack Schools. 



The graphic representations of the conditions found in these 
last two studies are given in Charts i and 2. 

Hackensack' s teaching staff has been making a very decided 
effort to adjust the course of study to the needs of children. It 
is clear from these charts that this effort must be consistently 
continued, in order to produce a situation which has reduced 
the number of over-age children and the number of children 
making slow progress to a normal situation. 

CHART No. I 

PROPORTION OF CHILDREN OVER AGE, OF NORMAL AGE, AND 
UNDER AGE, HACKENSACK ELEMENTARY SCHOOL GRADES 
—JUNE, 1921 




07ERAGB 



NOHMAL AGB 
y/////////A UroSRAGB 



The Hackensack Schooi^s. 



149 



CHART No. 2 

PROPORTION OF PUPILS IN HACKENSACK ELEMENTARY 
SCHOOL GRADES MAKING SLOW, RAPID AND NORMAL 
PROGRESS— JUNE, 1921 



20 



40 



60 



BO 



lOOi 




Legend; 



SLOW EROGRESES 



wnm 



5I0RMAL PROGRESS 



RAPID HIOGRESS 



Part of the report required of elementary teachers involves 
the reasons for non-promotions. Hackensack teachers have re- 
ported that the larg-est percentag-e of non-promotions is due to 
mental incapacity. The next largest percentage is due to in- 
difference, and the third largest percentage is due to irregular 
attendance. The percentages of non-promotions due to the vari- 
ous causes in January, 1921, are shov^n in Chart 3. It hardly 
seems just to fail to promote children because of mental in- 



150 The Hackensack S^chools. 

capacity, and yet, approximately 40 per cent of the non-pro- 
motions in January 192 1 were listed by teachers as due to this 
cause; The program of the administration has in the past in- 
cluded 'the adjustment of the curriculum to meet the needs of 
children unable to satisfy the normal requirements. Apparently, 
even further adjustment in this direction is needed. 

To make suc4i-an adjustment most rapidly, it is necessary 
to apply measures • of intelligence, in order to determine the 
native abilities of children. Such measurements were being made 
by the administration during the period of the survey. Without 
doubt, a continuation of the program of measurement of in- 
telligence will bring about a better adjustment for those children 
who are at present failing because of their mental incapacity. It 
also seems unfortunate that such a large percentage of children 
fail because of irregular attendance. Such ought not to be the 
case in a residential community like Hackensack. This problem 
can be solved only by maintaining a permanent continuing school 
census bureau, which studies most carefully the attendance of 
every child, which assures that children come to school during 
the early school ages and attend most regularly and do not leave 
until the law permits, or until they have completed their school 
program. " 

The second reason given for non-promotions is indifference 
of the child. This presents a difficulty which must be solved 
by the co-operation of the teacher with the home. Indifference 
of the child towards school work may mean failure of the school 
to provide the kind of program which meets the child's needs. 
It may also mean failure on the part of the parents to develop 
the home discipline in such a way as to supplement the work of 
the school. Without doubt, stress laid on the solution of the 
three problems presented by the teachers will help to a large 
degree in bringing about a situation which will be most satis- 
factory for the large majority of children in the Hackensack 
schools. 



The Hackensack Schools. 



151 



CHART No. ,3 

NONPROMOTIONS IN HACKENSACK ELEMENTARY SCHOOLS 
DUE TO VARIOUS CAUSES— JANUARY, 1921 



Percentage* C 

I 


) 


10 




80 


30 


40 


:1 


1 II 1 


1 1 


1 i 


;;( 


Mental Incapacity 






1 














Indifference 


















frregular attendance 
















Iramaturxty 


















pereonal illness 
















Diysioal })efdOts 




/ 





DOUBLE PROMOTIONS AND NON-PROMOTIONS 

In Table XIV are presented the promotions, double promo- 
tions and non-promotions for the years 19 17-21. The percentage 
of non-promotions is increased for June, 1920, over the percentage 
in June, 1917. The percentage of double promotions has, how-, 
ever, remained about constant. It would seem that wherever 
one has a large group of children, as is found in Hackensack, 
that the distribution should approximate a normal curve of 
frequency. In other words, it appears that the program for the 
promotion of children may be so advanced as to provide as 
many double promotions as there are non-promotions. This 
may not always be advisable, because of the physical and social 
immaturity of children. It would seem, however, advisable ta 
secure a better relationship between double promotions and non- 
promotions than is found in Table XIV. This program suggests 
that large groups of children must -be housed together in order 
to provide the greatest flexibility in promotion. Hackensack 
should not add small school buildings to its school plant, but 
should endeavor to provide school buildings which will house 
twenty-four to thirty-two classes, so that a maximum of promo- 
tion becomes possible. 



152 



The Hackensack Schools. 



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The Hackensack SchOoes. 153 

withdrawals from school 

The relation of the number of withdrawals to the total enroll- 
ment is always an interesting factor in the diagnosis of the con- 
dition of a school system. If the ratio is great, it indicates 
either a fluctuating population or a failure of the school system 
to function properly. If the cause of withdrawals is traced to 
conditions within the school system itself a study of the sub- 
ject by grades and age groups is the next step in locating the 
trouble. Though the number of withdrawals may be compara- 
tively small a proper study of the causes and their location is 
fruitful of suggestions as to points at which improvements may 
be made and as to the character of the changes required to keep 
the system up to the highest point of efficiency. 

In the office records withdrawals in Hackensack are classified 
as to cause, but they are not located by either age or grade. 
The number is not unusually high in either the elementary or 
high school. About five or six per cent of the enrollment move 
away each year; one and a half per cent quit school to work; 
private schools receive one per cent; indifference claims about 
the same number; while one and a half per cent of the with- 
drawals have no assigned cause. 

Total withdrawals amounted to from 12 to 15 per cent of the 
total enrollment for the years 1918, 1919 and 1920. A rather 
significant number of withdrawals from the high school are 
charged to indifference, or have no cause assigned. This num- 
ber included 59 pupils during the year 1920; 69 pupils in 19 19; 
and 93 pupils in 1918. No doubt a part of this difficulty lies in 
the very over-crowded condition of the high school. Another 
reason for these figures is, no doubt, the failure of complete 
adjustment of the school curriculum to the needs of all boys and 
girls. Apparently much effort should be expended in endeavor- 
ing to reduce the number of withdrawals from high school by 
paying individual attention to every withdrawal above what is 
being done at present. 

In 1920, 8.5 per cent of the total enrollment withdrew for 
causes such as removal from town, death, transfer to private 



154 



The Hackensack Schools, 



schools, and the like, over which the school authorities have 
little or no control. Investigations have shown that students give 
"financial reasons" as a reason for withdrawal more frequently 
than conditions justify-. This reason is frequently used as a 
cloak for other reasons such as dislike of teacher, dislike of 
school subjects, or even the desire to be earning money. 

In 1920, of the 649 children who withdrew from the schools 
126 withdrew because of illness. In all cases such withdrawals 
were not permanent, but were re-entered after a prolonged period. 
The record does not show what percentage of these children 
became permanent withdrawals. The functioning of the medical 
department in the reduction of absence, as well as the reduc- 
tion of withdrawal cases would be the basis for fruitful study. 
There is no evidence in the figures which are available to show 
whether the medical department has played an important role in 
the solution of the attendance problems. 



Table No. XV 

WITHDRAWALS FROM THE HACKENSACK SCHOOLS, I918-I92O 

Classified as to Cause 







'1918 






1919 






1920 




Causes 




"o 


.a 

m 

•a 


Si 





m 


Si 

P4 


E <-> 
W 


"o 


x: 
bo 

S 


Si 

Cm 


Moved out of town, . . 
Financial necessity, . . . 


233 

'1 

I 

■67 

12 

36 

48 


13 
20 
18 

6 

14 

2 

22 
75 


S.8 

1-7 

.6 

.2 

1.9 

■3 

1-3 

2.9 


198 

49 

7 

2 

66 

4 

29 
48 


16 
22 

35 


20 
2 

13 

34 


4.6 

1-5 
•9 
.0 

1.8 
. I 

•9 
1.8 


253 
40 
15 


99 

9 

35 
52 


18 

25 

39 


27 
I 

16 

20 


5.6 
1-3 
I.I 


Discouragement 


.0 
2.6 


Death 


.2 


Transferred to private 


I.O 


Other and unknown 


i-S 






Totals, 


4S8 


170 


14.7 


403 
8.8 


142 
3-1 


II. 6 


503 


146 


13-3 






Percentage of total en- 


10.8 


4.0 




10. S 


3-0 









Thej Hackensack Schools. 155 

/I^He: HIGH SCttOOI. SITUATION 

That students of high school age in Hackensack are anxious 
to avail themselves of high grade high school facilities has 
been quite evident from the very remarkable increase in high 
school attendance since the erection of the new school plant. 
In fact, the high school record for doing good work has become 
so firmly established in the territory surrounding Hackensack 
that the number of non-resident students has also increased by 
leaps and bounds. Because of this increase in non-resident 
students, the high school enrollment has reached the point where 
even the new school plant is seriously overcrowded. Without 
doubt, Hackensack profits by drawing the large number of non- 
resident students into its school. It cannot, however, afford 
to sacrifice the education of the local children to the advantage 
of non-residents. The Board of Education has very rightfully 
placed the cost of tuition for non-residents at the point where 
all current expenses are met by each individual student. 

The program of Hackensack must include, however, the re- 
duction of the number of non-resident high school students until 
the present high school plant is increased in size. It may be 
most desirable, when the reduction becomes necessary, to exclude 
non-residents from the first year of the high school. This auto- 
matically will raise the level of the non-resident students who are 
admitted to the school. 

THEJ RATIO OE HIGH SCHOOIv ENROI^I^MENT TO TOTAE POPULATION 

Hackensack compares favorably with the total situation in 
the United States on the ratio of the high school enrollment to 
total population. When actual enrollment is considered, the 
ratio is 5.28 per cent. This, however, includes the non-resident 
students, the elimination of whom from consideration, makes 
the ratio 2.97 per cent based on the figures of the school year 
1919-1920. 

In Table XVI will be found the ratio of high school enroll- 
ment to estimated population — 15 to 18 years of age — and to 
total school enrollment.- The 2.97 per cent figure for Hacken- 



156 The Hackensack Schools. 

sack compares favorably with the maximum ratio in Table XVI. 
The ratio of high school population residing- in Hackensack to 
the total school enrollment for the year 1919-1920 is 15.5 per 
cent. The ratio which the entire high school enrollment bears 
to the total school enrollment for this same period is 27.6 per 
cent. The comparison with the facts of Table XVI shows 
Hackensack in a very favorable light. 

Tabi,e XVI 

RATIO OF HIGH SCHOOI, UNROI^LMENT TO POPULATION,* ETC. 



Median 


Maximum 


Minimum 




1.87% 


3 -06% 


.71% 


Total Population 


28.3 % 


65.6 % 


9-7 % 


Est. Pop., 15-18 yrs of age 


13.6 % 


20.0 % 


6.4 % 


Total School Enrollment 



♦High School Enrollments in Large Cities — by Lee Byrne, American School 
Board Journal, March, 1921. 

RAPID INCREASE^ IN HIGH SCHOOL MEMBERSHIP 

Table XVII shows the rapid increase in high school mem- 
bership from 191 6 to the present school year. During that 
period the number of students has increased 95.5 per cent. The 
table also shows the growth of the student body in each course of 
study for the same period. The college preparatory course has 
drawn approximately 36 per cent of the student body through 
this entire period. The technical and normal courses have drawn 
a percentage varying from 17 to 31. The general course has 
drawn a percentage which also varies very greatly, namely, from 
3 to 20. The commercial course has kept 'a rather consistent per- 
centage of the total school population during the period shown 
in Table XVII. This rather even distribution of percentages 
over the six-year period indicates that there is no outstanding 
course which attracts boys and girls, but that the tendency on 
the part of the faculty is to spread the student body throughout 
the offerings of the high school. Probably this tendency is due 
to the fact that the faculty is making a decided effort to adjust 
the students to the courses which best fit their needs. The total 
enrollment is rather evenly divided between boys and girls show- 
ing that the high school appeals equally as well to both sexes. 



Tun Hackensack Schools. 157 

The increase in percentages of the tot^l enrollment who are now 
included in the 2d, 3d and 4th years of the high school shows 
that consistent effort is being made to keep children for a longer 
period in school. Twenty-two per cent of the total high school 
enrollment were members of the 4th year class during the past 
year. This is a very high and very satisfactory percentage when 
it is borne in mind that there are four classes making up the total 
enrollment. 

During the period 191 5-192 1 the average percentage that 
different classes were of the total enrollment was as follows : 

Freshman class, 43 per cent 

Sophomores, 28 per cent 

Juniors, 15 per cent 

Seniors, 14 per cent 

The tendency for the change that appears in this last year 
shows that the faculty has borne in mind the need for preventing 
too early withdrawals from the high school group. 



158 



The Hackensack Schooi.s. 



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3 53 



Thk: Hackensack Schools. 



159 



PERCENTAGE OE THOSE ENTERING RETAINED TO GRADUATE 

-'•1 

Studies by Thorndike (1907), Ayres (1909) and Strayer 
(1911) show a retention to graduation respectively of 29.6 per 
cent, 25 per cent and 32.5 per cent. Measured by these standards, 
Hackensack has been doing very well. The percentage retained 
to graduate from 1918-1921 has increased from 29 per cent to 
40 per cent, as shown in Table XVIII, 

Table XVIII 

ENROLLMENT BY CLASSES AND PERCENTAGE RETAINED EOR GRADUATION 





2 


3 


4 


Total 


No. 
gradu- 


Percentage in 


Each Grade 


Per Cent 


1 










Retained to 












ated 


I 


2 


3 


4 


Graduation 




















1915-1916 


P17 


144 


67 


105 


533 


82 


40 


27 


13 


20 


1916-1917 


244 


142 


88 


81 


SS5 


54 


44 


26 


16 


14 


1917-1918 


341 


204 


90 


«3 


717 


71 


48 


28 


13 


1 1 


1918-1919 


3S8 


267 


132 


106 


863 


63 


42 


31 


IS 


12 


29% 
1919-1920 


350 


289 


191 


104 


934 


88 


38 


31 


20 


II 


36% 
1920-1921 


420 


242 


149 


231 


1024 


136 


41 


23 


14 


22 


40% 



When children are eliminated from the high school, the largest 
percentage drops out of the commercial and clerical courses, as 
shown in Table XIX. Without doubt, this is due to the fact 
that children find greater possibilities of stepping directly frorti 
these distinctly vocational courses into positions in the business 
field. The three courses which give the largest percentage of 
elimination are the general, commercial and the industrial. The 
children who are not equipped or do not desire to take the col- 
lege preparatory courses naturally tend to take work in either 
one of these three courses. Those who' drop out are very fre- 
quently those for whom the provisions in these courses have 
little attraction. It may be that some are discouraged, some 
are not attracted by the type of work that is being done and 
still others are indifferent to the school offerings. It should be 
possible for all of these types to find the kind of courses and the 
kind of teaching in high school which will attract them. In 
other words, it is wise for the Board of Education and the school 



i6o 



The Hackensack Schools. 



authorities to consider the changes which are needed in order to 
adapt the high school for all normal and industrious adolescent 
children whatever their abilities or their particular needs are. 
To be sure, there is every evidence that part of this program of 
analysis of children's needs and the adaptation of the course of 
study to children's needs is constantly going on. The splendid 
work which is being done in the high school can, however, be 
improved by discovering the points of elimination of children 
from high school, ascertaining the real reasons why they leave 
and building a program which will keep all children through the 
four years of the high school. When Hackensack high school 
elimination is compared with the elimination in other parts of 
the country, it is clear that Hackensack's record is a very favor- 
able one, as shown in Table XX. 



Table XIX 

EUMINATION BY COURSES, CLASSES, AND SEX, I92O-I92I 





U 


'ts'rt 

.Ha 


General 


'SI 

u 


is 

3 

a 


'0 

u 
0. 

cn 






B G 


B 


G 


B 


G B 


G 


B 


G 


B 


G 







4 
6 
2 


8 
3 
3 


9 

2 
I 


4 


I 
2 
I 


4 
2 

2 


12 


24 


3 

I 


7 




I 
I 


76 




27 


S'ophomore, 


I 2 
I 1 






13 










2 










i 














Total 


12 


14 


12 


4 


4 


8 


21 30 


4 


7 




2 


118 






Per cent of total en- 


6.0 


8 


6.9 


9.09 


1 

19.8 


78.8 


S-o 


II. 5 




























The Hackknsack Schooi.s. i6i 

TABI.E XX 

ELIMINATION FROM HIGH SCHOOLS ON BASIS OF EVERY ICO 

ENROLLED IN FIRST YEAR 

istyear 2d year sd year 4th year 

North Atlantic, ICO 66 47 39 

North Central, 100 69 51 43 

South Atlantic, 100 65 44 28 

South Central, 100 64 43 28 

Western, 100 62 45 . 37 

United States, 100 66 48 38 

Hackensack,* loo 78 56 40 

Pennsylvania 100 63 48 33 

New Jersey, 100 57 45 39 

New York, 100 62 37 30 

Connecticut, ico 68 49 45 

Rhode Island, 100 62 42 36 

Massachusetts, 100 67 51 47 

Vermont, 100 71 49 47 

New Hampshire 100 72 57 51 

Maine, 100 72 58 50 

* Seniors of 1920-21 school year. 

In Table XXI will be found the number of graduates dis- 
tributed by courses. This number corresponds proportionately 
very closely to the total enrollment by courses for the period 191 5 
to IQ20. This is indication that total failures do not fall more 
frequently in one course than in another, unless it can be proven 
that elimination from school is in large part due to failures. 
The number of graduates has increased from 54 in 1916-1917 
to 136 in 1 920- 1 92 1. It is not surprising tO' find that the per- 
centage of graduates in the normal preparatory course has 
dropped as this has occurred with frequency throughout the 
United States. Hackensack is to be commended on the increase 
in numbers graduating for college entrance. 



II H s 



1 62 



The Hackknsack Sichcmdi^s. 



Table XXI 

NUMBER OF GRADUATES BY COURSES 





191S-19 


16 


19 


16-19 


17 


19 


17-1918 


19 


[8-19 


19 


1919-1920 




B. 


G. 


T. 


B. 


G. 


T. 


B. 


G. 


T. 


B. 


G. 


T. 


B. 


G. 


T. 


College Prep., 


12 


12 


24 


9 


9 


18 


I 
II 


18 


29 


10 


19 


29 


14 


20 


34 


Technical " 


6 





6 


6 





6 


4 





4 


IS 





IS 


10 





10 


Normal " 





16 


16 





7 


7 





9 


9 





3 


3 





10 


10 


Commercial, . . 


8 


3 


II 


I 


I 


2 


5 


7 


12 


1 


2 


3 


7 


5 


12 


Clerical, 





9 


9 


6 


3 


9 


6 

1 


6 


12 





2 


2 





3 


3 


General, 


S 


II 


16 


S 


7 


12 


3 


2 


5 


3 


8 


II 


7 


12 


19 


Totals 


31 


SI 


82 


27 


27 


54 


29 


42 


71 


29 


34 


63 


38 


SO 


88 



incri;ase; in non-re^side^nt stude;nts 

The consistent increase in non-resident students is another 
measure of the value of the work that is being done by the 
Hackensack high school. The percentage of non-residents has 
remained constant with the growth in the high school popula- 
tion during the past three years. In all, 47 per cent of the high 
school students pay tuition to the Board of Education, Hacken- 
sack should feel highly complimented in having the work of the 
high school so widely recognized as to draw such a large num- 
ber of outside high school children into its ranks. 

Table XXII 

NON-RESIDENT STUDENT EACTS 

Boaiids of Edu- % of 

Year Parents Pay cation Pay Total Enrollment Total 

1918-1919, 50 356 406 863 47 

1919-1920, 26 382 408 934 43-0 

1920-1921, 24 459 483 1024 47-1 

INDIVIDUAIv DIFFERENCES IN HIGH SCHOOL STUDENTS 

As has been pointed out with respect to elementary school 
children, the problem of proper classification is one of the most 
serious problems confronting any school staff. The problem 
is just as serious for high school students. There should be 

% 



The Hackensack Schools. 163 

made provisions in every high school for the native individual 
differences in pupils and for their differences in life interests and 
their differences in their ability to progress. The program pro- 
vided in the high school should recognize the need for allowing 
certain children to progress with less rapidity than other children 
simply because it lies within their nature to do work more 
slowly. Provision should also be made for allowing other chil- 
dren who can progress rapidly to move on at their high rate 
of speed at all times. Criticism is frequently leveled at high 
schools because these differences in abilities, in aptitudes and 
in children's desires are not fully recognized by parents. The 
school system which endeavors to meet the problems that are 
suggested in these individual differences finds that the task is 
one that can only be completely solved after further years of 
research and study. Every step in the direction of meeting the 
individual needs of children means additional costs. Thus the 
school administrator is confronted with the need for solving 
a most serious problem and yet with the need for keeping costs 
at a reasonable figure. That the school teachers in Hackensack 
have thoroughly recognized this problem is evident from the 
work which they are doing and from the verbal and written 
reports which they have made to the Survey Commission. That 
the problem still needs further consideration is seen from a study 
of failures by subjects. 

In Table XXIII will be found the failures by subjects for the 
first semester of the school year 1 920-1 921. This reveals a 
relatively high mortality in the modern languages and in mathe- 
matics. It should be borne in mind that all mathematics is 
grouped in this table. These failures have been reduced to per- 
centages of the total enrollment although the enrollment figures 
were affected by elimination in such classes as commercial classes. 
These percentages of failure should be studied very carefully by 
subject teachers. Every effort should be made to reduce those 
that are above 6 to 8 per cent by adjusting the classroom work 
to the abilities of children, by eliminating children at the begin- 
ning through proper tests and placing them in courses which 
suit their needs and by arousing children to the point where they 
will endeavor to reduce for themselves the percentage of fail- 



164 



The Hackknsack Schools. 



ures in their respective classes. It should not be implied that the 
percentage of failures in Hackensack in these subjects is higher 
than elsewhere. This is not the case. In fact, Hackensack's 
percentage of promotions compares very favorably with those 
of other cities. 

Table XXIII 
faii^ures by subjects 



Mathematics 

History, 

Physics, 

Chemistry, 

Biology, 

Elementary Science, , 

Total Science 

Physical Training, . . , 

Civics, 

Music, 

Economics, 

Printing 

Industrial Arts, 

Office Practice, 

Domestic Science, . . 

Hygiene, 

Commercial Law, . . . 
Mechanical Drawing, 

Fine Arts, 

Enghsh 

Latin 

French 

Spanish, 

Bookkeeping, 

Pen. & Spelling, .... 

Typewriting, 

Stenography, 



1919-1920 



1920-192 I 



First Second 
Semester Semester 



First 
Semester 



Number 
Enrolled 



82 

26 

16 

5 

6 

9 

36 

60 



25 



70 
33 
4 
4 
9 
4 
21 

64 



20 

3 
I 
I 

I 



4 
83 
38 
33 

8 

17 

23 
12 
18 



20 

I 

I 

2 

84 

32 

34 

15 

8 

15 
14 

ID 



93 

39 
8 

5 

15 

8 

36 

37 

7 

80 
2 
I 
8 

3 
I 
2 

4 
I 



57 
37 
38 
30 
14 
10 

19 

15 



663 
317 
8S 
94 
199 
128 



lOI 



SI 
104 
no 

27 
31 



207 

65 

759 
235 
186 
216 
123 
102 
262 
198 



Per Cent 



14 
12 

ID 

6 



13 

4 



•5 
o 

7-5 
16 
20.5 

14 
12 
10 

7 



In Table XXIV will be found the total number of children 
who have been promoted in all subjects at the end of each term 
and also the total number of children failing in one, two, three, 
four or five subjects. These facts have also been transmuted 
into percentages of those on roll at the end of the term who were 
promoted in all subjects or who failed in one, two, three or more 
subjects. As the school has grown in numbers, the percentage 
who have been promoted in all subjects has remained constant, 



The Hackensack Schooes. 



T65 



namely at 68 per cent. There is nO' great variation in the per- 
centage who have failed in one, two, or more subjects. It is 
quite clear that there are students who are failing in three, four 
or five subjects who are misplaced in their high school courses. 
Concentrated effort on the reduction of this number and in their 
placement where they can do the class-room work in the sub- 
jects which they are being taught will assist in raising the 
standard of the school. 

Tablb XXIV 

NUMBER AND PERCENTAGE OP HIGH SCHOOL STUDENTS ON ROLL AT END OE TERM 
WHO FAILED IN I, 2, 3, 4, OR 5 SUBJECTS AT THE END OE EACH SEMESTER 

Number 



On roll at end of term, 

Promoted in all subjects, 

Failing in i subject, 

Failing in 2 subjects, 

Failing in 3 subjects, 

Failing in 4 subjects 

Failing in s subjects, 

Marks deferred because of illness, 

Left school near end of term, but marks 

inclu^ded, ' 

Work incomplete or unaccounted for, . . . 



599 

161 

72 

33 

9 

4 

12 



166 
59 



762 

489 

133 

77 

30 

13 

3 



719 

433 

133 

84 

38 



683 

474 
98 
58 
28 



539 
339 

102 
57 
22 
14 



446 

318 

74 

30 



449 

317 

70 

38 

15 

5 

3 



436 

294 

80 

37 

15 



Percentage 



Promoted in all subjects, 
Failing in i subject, ... 
Failing in 2 subjects, . . 
Failing in 3 subjects, . . 
Failing in 4 subjects, . . 
All others 

Total percentage, 









o\ 


o\ 










V 




c 


c 


3 


C3 


1—, 


»-> 



68 


64 


64 


:8 


22 


18 


8 


8 


10 


4 


3 


4 


I 
I 


2 

I 


2 
2 


100 


100 


100 



60 



100 100 



67 

19 

9 

3 



i66- The Hackensack Schools. 

the; number oe periods per week per student 

A study of the amount of school time spent by the students in 
actual recitation and laboratory work shows that on the average 
78 per cent is so used. Approximately 5^ periods of each day's 
7 periods are so occupied. It is conceivable that a slight reduc- 
tion in the number of periods spent in recitation and laboratory 
work might affect the amount of failure and the elimination 
from school, thus contributing even to a greater degree to the 
satisfactory program which is being carried out. 

THE TEACHING EOAD 

In an attempt to improve any high school situation, it is 
necessary to understand what the teaching load is. Expressed 
in terms of the total school day, the average teaching load is 
70 per cent of the total time. This means that the average 
teacher has slightly less than five periods daily devoted to actual 
class-room instruction. The classes, however, in some cases 
are very large. There is considerable difference in the size of 
the pupil hour load among the teaching staff and between de- 
partments. The standard pupil hour load which has been set 
by such organizations as the "North Central Association of 
Colleges and Secondary Schools" should not exceed 800 with 
an average of about 750 for the school. It is clear that this 
standard has been borne in mind in the allotment of pupils. 
Rigid adherence to^ si:ich a standard will assist the teachers 
tremendously in carrying forward the program for reduction 
of failures and the adaptation of curricula to individual needs. 
Elsewhere in this study the training and experience of the high 
school teachers have been discussed. It should be borne in mind 
that the high school teaching staff is a well-trained and highly 
experienced staff and that these teachers are fully competent to 
proceed with increasing success in "the development of the pro- 
gram which they are now carrying on. 

EXTRA-CURRICULAR ACTlVrTlES 

The high school authorities have encouraged the development 
of the extra-curricular program for students. The assemblies, the 



The Hackensack Schooi^s. 167 

publications, the organizations and the special classrooms are 
being utilized in a very satisfactory manner for the development 
of the social life of the student body. From the replies given 
by teachers to a questionnaire, it is clear that very extensive 
efforts were being expended in promoting the welfare of the 
student body through these extra activities which are now con- 
sidered to be one of the most important features of high school 
life. The continuation of this program, with definite assign- 
ments for all teachers in some field of work which is closely 
allied with their subject matter field, is recommended. 

PERCENTAGE OE GRADUATES WHO ATTEND COIvEEGE 

Hackensack again excels in the percentage of graduates who 
attend college or some other higher educational institution. 
Over 50 per cent of the class graduated in 19 19 and 48 per cent 
of the class of 1920 are recorded as having continued their edu- 
cational program beyond the high school. Not only has Hack- 
ensack sent a large percentage into college, but from letters 
written by the authorities of those schools and colleges to which 
Hackensack graduates have gone, it is clear that Hackensack 
graduates are able to do work in higher institutions of an ex:- 
ceedingly satisfactory nature. Letters from such institutions as 
Pratt Institute, Smith College, Sargent School for Physical 
Education, United States Military Academy, Pine Manor, 
Massachusetts Institute of Technology, Dana Hall, New York 
University, Stevens Institute of Technology, Syracuse, Penn- 
sylvania State College, Connecticut College, Simmons College, 
Cornell University, New Jersey College for Women, Lafayette, 
Brooklyn Polytechnic Institute, Montclair State Normal School, 
Mt. Holyoke, Vassar, Brown University, Wilson College, Gen- 
eral Electric Co. and the New Haven Normal School of 
Gymnastics, bear out this conclusion. Some of this positive 
favorable comment concerning the preparatory work done in 
Hackensack is found in the following extracts : Pratt Institute, 
"thoroughly satisfactory order" — Cornell, "no hesilancy" — 
"School is a good one in which to prepare for college" — Sim- 
mons, "entirely satisfactory" — ^Vassar, "entirely creditable" — 
Brown, "no question regarding satisfactory preparation." 



The Teaching Staff 

The Quality of Instruction 

The Course of Study 



(169) 



I 



CONTENTS 



Pagi;. 

The Size of Staff, 171 

The Payment of Teachers, 172 

Experience of TeacherSj 181 

Salaries Paid Teachers in Hackensack and in Other Cities, 186 

The Age of Teachers in Hackensack, 187 

The Professional Status of the Teaching Staff and the Quality of 

Instruction, 189 

The Sources of Teacher Supply, 189 

The Quality of Instruction, 200 

Outline for Judging Quality of Instruction, 201 

Personality of Teachers, 202 

The Kinds of Teaching, 203 

Teaching Methods and Teaching Control Observed in Visiting the 

Hackensack Schools, : 204 

The Course of Study, 204 

The Measurement of the Success of the Course of Study Program, .. 206 

Supervision, 207 

The Educational Program, '207 

The Educational Program, 207 

Industrial Arts Department, 209 

Recommends; tions, 211 



TABLES. 

Table. Page. 

I. Number of Teachers Employed in the Hackensack Public Schools, 171 
II. Distribution of Salaries and Years of Training Beyond Grade 

Eight of Hackensack Elementary School Teachers, 174 

III. Distribution of Salaries and Years of Experience of Hackensack 

Elementary School Teachers, 176 

IV. Distribution of Salaries and Years of Training Above Grade 

8 of Women High School Teachers, 176 

V. Distribution of Salaries and Experience of Women High School 

Teachers, 178 

VI. Distribution of Salaries and Years of Training Above Grade 8 

of Hackensack Men Teachers, 178 

VII. Distribution of Salaries and Total Years of Experience of 

Hackensack Men Teachers, 179 

VIII. Comparison of Salaries of Training Beyond the Eighth Grade 

of Hackensack and Groups of Cities in the United States, . . 179 
IX. Comparison of the Teaching Experience of Teachers in Hacken- 
sack and in Cities of the United States, 181 

X. Distribution of Experience of Women Elementary School Teachers 

in Hackensack and Other School Systems, 183 

(170a) : 



Table. page. 

XL Comparison of Salaries of Hackensack Teachers (1919-1920) and 
(1920-1921) with Salaries in other Jersey Cities (1919-1920) 

and New York City ( 1919-1920) , 187 

XII. Distribution of Teachers in Hackensack by Age Groups and 

Departments, 188 

XIII. The Institutions of Teacher Training which are Represented by 

Two Members or More of the Present Teaching Staff — 
June, 1921, 190 

XIV. Degrees and Diplomas Held by the Teaching Staff of Hackensack, 190 
XV. Size of Classes, 197 

XVI. Data Covering the Cost of Living of Teachers in Hackensack, 

1921, 199 

CHARTS. 

Chart. Page. 

1. Distribution of Years of Training Above Grade Eight of Hacken- 

sack School Teachers — June, 1921, 175 

2. Distribution of Salaries of Hackensack Women High School 

Teachers — June, 1921, 177 

3. Distribution of Salaries of Hackensack Men Teachers — June, 1921, 180 

4. Distribution of Salaries of Hackensack Elementary School Teachers, 180 

5. Distribution of Years of Experience of Hackensack Elementary 

School Teachers — June, 1921, 182 

6. Distribution of Years of Experience of Hackensack Women High 

School Teachers — June, 1921, 184 

7. Distribution of Years of Experience of Hackensack Men Teach- 

ers — June, 1921, 185 

8. Hackensack Median Size Classes Compared with Median Size 

Classes of 429 Other Cities — June, 192 1, 198 

9. Outline of Educational Program of Hackensack Public Schools, . . . 209 



(170b) 



The Teaching Staff of Hackensack 



THE SIZE OF STAEE 



In the Hackensack public schools are employed 159 women 
and 30 men. In addition to this group, lO' women and 4 micn 
are employed in the summer schools. The positions which all 
of these members of the staff occupy are indicated in Table I. 



Table I. 

NUMBER OF TEACHERS EMPI^OYED IN THE HACKENSACK PUBLIC SCHOOLS 

Men Women 

Supervising Principal, I 

Non-Teaching Principals, ; 2 4 

Special Supervisors, i 2 

Total — Supervisors, 4 6 

Teachers — Day Schools 

Kindergarten, 10 

Grades i to 4 inclusive, 47 

Grades 5 to 8 inclusive, 21 

Junior High School Grades, 7 to 8 inclusive, 4 15 

High School, 9 to 12 inclusive, il 29 

Short Term, i 

Substitute, I 

Teacher Clerks, 4 

Sub-normal Classes, 5 

Special (not included above), I 

Total — Day School Teachers, 15 134 

Manual Training, Day, 6 5 

Vocational, Evening, i 2 

Evening School, 3 5 

Evening Schools for Foreign Born, 2 

Total — Man. Tr.. Voc. and Eve. 10 14 

Continuation Schools — Full Time, 2 

Continuation Schools — Part Time, i 3 

Total — Continuation Schools, I 5 

Grand Totals — All Teachers, jo isg 

Summer School, 4 10 



(171) 



172 The Hackensack SchooIvS. 

One of the measures of the efficiency of a school system is its 
ability to retain the members of its teaching staff. If large 
numbers of new teachers are being hired each year into the school 
system, it results in a constant change in the attitude of the teach- 
ing staff to their teaching problems, except at the cost of a maxi- 
mum of supervision and a lack of continuity in the school pro- 
gram which is quite undesirable. Stability in a school system 
is just as requisite for success as in any other organization. Con- 
stant change of those participating in administration or in teach- 
ing means a lack of familiarity with the local school problems, 
with the needs of individual pupils, and hence the expenditure 
of funds without adequate returns. Hackensack, because of its 
suburban relationship to large metropolitan centers, occupies a 
.strategic point for capable teachers who are desirous of coming 
from the hinterland into the school systems of New York City, 
Newark, Jersey City, Yonkers and the like. Teachers preparing 
for entrance into these large city school systems, which offer 
many advantages to teachers which are not found in the smaller 
communities, look upon Hackensack and other smaller commu- 
nities in New Jersey as a station on the route to these ultimate 
goals. Because of the residential character of the Hackensack 
community, Hackensack becomes a much more desirable com- 
munity for these teachers than some of the other communities in 
northern New Jersey. The need, therefore, has developed in 
Hackensack of creating a salary schedule which will attract 
teachers into the local school system and which will hold them 
in this school system over a long period of years. In other 
words, in order to compete with the larger metropolitan centers, 
Hackensack has found it necessary to develop a salary schedule 
which approaches what is being paid in these larger cities, and 
therefore is in excess of what is being paid in other communities 
of the size of Hackensack and more remotely located from metro- 
politan centers. 

THE PAYMENT OE TEACHERS 

A number of tables have been made showing the relationship 
between salaries paid teachers and the years of training which 
they have secured beyond the 8th Grade, as well as between the 



The^ Hackensack Schooi^s. 173 

years of experience and the salaries paid. The titles of these 
tables are as follows: 

Table II. — Distribution of Salaries and Years of Training Beyond Grade 8 
of the Hackensack Elementary School Teachers, 

Table ///.-^Distribution of Salaries and Years of Experience of Hacken- 
sack Elementary School Teachers. 

Table IV. — Distribution of Salaries and Years of Training Above Grade 8 
of Women High School Teachers. 

Table V. — Distribution of Salaries and Experience of Women High School 
Teachers. 

Table VI. — Distribution of Salaries and Years of Training Above Grade 8 
of Hackensack Men Teachers. 

Table Vn. — Distribution of Salaries and Years of Experience of Hacken- 
sack's Men Teachers. 

In the case of Tables II, III and IV involving elementary 
school teachers, there were sufficient numbers of teachers to 
secure a coefficient of correlation in each instance. The correla- 
tion of salary and years of training above the 8th grade is 
— .046 showing no correlation between salary and years of train- 
ing. In this respect Hackensack's situation is similar to that 
■found by Dr. Evenden in 1919 for the United States.* In other 
words, the number of years of training above the 8th Grade are 
yet to be considered as significant elements in the development 
of a salary schedule. 

There is a very high positive correlation between teachers' 
salaries and years of experience in tieaching when the elementary 
school teachers alone are considered. This correlation in Hack- 
ensack is +.69. This correlation compares very favorably with 
that found by Dr. Evenden in the study mentioned above, which 
included the majority of cities in the United States. In other 
words, Hackensack in its payment of salaries for elementary 
school teachers recognizes to a very great degree the value to 
be derived from experience. This is highly commendable be- 
cause it causes teachers to look forward to an extended career 
with increasing returns as teachers rnature in the service. Such 
a recognition of the needs for creating stability in the teaching 
profession is highly commendable and will continue to bring 
good results to the Hackensack school system. 



*Teachers' Salaries and Schedules — by E. S. Evenden, Teachers College, 
Columbia University, N. Y. C. 



174 



The Hackensack Schooes. 



The median number of years of training beyond the 8th Grade 
for teachers in each one of the teaching groups in Hackensack is 
shown in the following tables. The median elementary teacher 
in Hackensack has had more training than the median ele- 
mentary teacher in any of the groups shown in Table VI. 

The men high school teachers of Hackensack offer more train- 
ing in return for the salary which is paid them than is offered 
by the majority of teachers in the other cities included in the 
tabulation, and it will also be seen that the women high school 
teachers offer as much training as similar teachers in other cities. 
Apparently every effort is being made to secure for Hackensack 
the trained teachers that are necessary in order to secure suc- 
cess in the school work. 



Table II 

DISTRIBUTION OP SALARIES ANFI YEARS OE TRAINING BEYOND GRADE 8 0? 
HACKENSACK ELEMENTARY SCHOOL TEACHERS 

(June, 1921) 



Years of 


I 








SALARIES 










Training 


$1100 


$1200 


$1300 


$1400 


$1500 


$1600 


$1700 


$1800 


$1900 


Total 


% 


— O.QO. . . . 








2 
3 
4 
7 
6 
I 
I 












2 

7 
16 

39 

12 

6 

I 


2.4 


&— 8.Q0 ... 




2 
5 

17 
2 
I 


I 

4 

I 

2 


I 
I 
I 
2 
2 










8 5 


7 




I 






I 


19.2 


6 


7 






46.9 


c 










14.5 


A 












7.3 


^ — •? .00, . . , 












1.2 






















Total, 


7 


27 


16 


24 


7 


I 








I 


83 




Per Cent 


8.5 


32.5 


19-3 


28.8 


8.5 


1.2 








1.2 













Median Salary $1347 

Computed Median Years Training Beyond Grade 8, 6.6 

Correlation of Salary and Years of Training Above Grade 8, — .046 



The Hackensack Schools. 



175 



CHART No. I 

DISTRIBUTION OF YEARS OF TRAINING ABOVE GRADE 8 OP 
HACKENSACK SCHOOL TEACHERS— JUNE, 1921 



5 
60 


Women High School Teachers 

5' 


50 


' 






40 


- 






SO 


- 






20 


_ 










10 


- 






















U 


.11 



5 6 1 9 d 10 11 

TeflM pi Xralziltig a'boT* Grade 6 



109 fSACEBRS 



xisusNiAsr B^waxL nicHBEia 



50 " 

40 - 

80 h 

so 

10 I- 




50 p 

40 - 
30 

20 

io - 



S 10 3. 4 ff 6 

7«axa of Iralnlztg AboT*; Orsda 6 



12 H S 



176 



The; Hackensack Schools. 
Tabi,e III 

DISTRIBUTION OF SAI,ARIES AND YEARS OF EXPERIENCE OF 
HACKENSACK ELEMENTARY SCHOOL, TEACHERS 

(June, 1921) 



SAI^ARIES 



Years of 
Experience 
























$1100 


$1200 


$1300 


$1400 


$1500 


$1600 


$1700 


$1800 


$1900 


Total 


% 


20 & more,. 






5 

I 


5 
5 
6 

I 
I 
2 

3 
I 


3 


I 








14 

6 

12 

I 
4 
4 
6 
2 
6 
5 
8 
8 

5 
2 


16.9 
7.2 


I q — IQ 




I 
2 








II — 14 




2 








I 


14-5 
1.2 


10, 

















2 
2 


I 










4.8 


8 




2 

I 










4.8 
7."? 


7, 














6, 




I 










2.4 
7.2 


5 




2 

5 
8 

5 

I 


4 










A 
















6.0 


7, 


















0.6 


2, 


I 

4 
2 


2 














9.6 


I, 














6.1 


Less than i, 
















2.4 






















Total, 


7 


27 


16 


24 


7 


I 








I 


83 




Per Cent, .. 


8.5 


32.5 


19-3 


28.8 


8.5 


1.2 








1.2 













Median Salary, $1347 

Median Years of Experience, 7.9 

Coefficient of Correlation, -|--693 

Table IV 

DISTRIBUTION OF SALARIES AND YEARS OF TRAINING ABOVE GRADE 8 OF 
WOMEN HIGH SCHOOL TEACHERS 

(June, 1921) 



Years of 










SALARIES 










Training 


$1400 


$1500 


$1600 


$1700 $1800 

1 


$1900 


$2000 


$2100 


$2200 


Total 


% 


II ; 








I 












I 


4 

20 

2 

7 
2 


2,8 


10 


















0. 









2 

7 

I 
2 

I 


2 


2 
3 










II. 2 


8 


2 


5 

I 




■ 




I 


55.7 


7 








5-7 


6 


2 


I 


I 






I 
I 




18.9 


c 






5-7 


















Total 


4 


6 


13 


4 


6 






2 


I 


36 












Per Cent, .. 


II. I 


16.7 


36.2 


II. I 


16.7 








5.6 


2.8 











Median Salary _ $1662 

Computed Median Years of Training, 8.4 



The: Hackknsack Schools. 



177 



CHART No. 2 

DISTRIBUTION OF SALARIES OF HACKENSACK WOMEN HIGH 
SCHOOL TEACHERS— JUNE, 1921 



*0 1 


■■" 






35 


— 




• 


20 


- 






£5 


- 






20 


- 












15 


— 












10 


— 








5 


- 

















•r 












1400 1600 1800 

1500 1700 



2100 



£200 



Salaries 



178 



The Hackknsack Schooi^s. 



TABI.E V 
DISTRIBUTION OF SALARIES AND EXPERIENCE OF WOMEN HIGH SCHOOL TEACHERS 

(June, 192 1 ) 



Years of 


SALARIES 


Experience 


$1400 $1500 $1600 $1700 $1800 


$1900 $2000 


! 1 

$2100 $2200 Total 


% 


20 to 25, ... 






2 


I 

2 
I 


I 

I 
I 
I 










3 

4 
5 
3 

I 
5 
4 
2 

3 
2 
I 
I 
I 


8.3 
II. I 


15 to 19, ... 












I 


II to 14, . . . 


I 


I 








13.9 


10, 










8.3 
2.8 















8, 




2 

I 
I 




I 






I 
I 




1*^.0 


7, 


2 






II. I 


6 












5-6 


e. 






I 










8.3 


4 




I 










5-6 


3, ••• 

2, 


I 














? 8 


















2.8 


I, 


















2.8 


Less than i, 


















? 8 




















1 


Total, 


4 


6 


13 


4 


6 








2 


I 


36 




Per Cent, 


II. I 


16.7 


36.2 


II. I 


16.7 








5.6 


2 8 


1 






1 



Computed Median Salary. $1662 

Computed Median Years Experience, 8.6 



Table VI 

DISTRIBUTION OF SALARIES AND YEARS OF TRAINING ABOVE GRADE 8 OF HACKEN- 
SACK MEN TEACHERS* — JUNE, I92I 

Salaries 



Years o? 
Training 


1400 


1500 


1600 


1700 


1800 


1900 


2000 


2100 


2200 


2300 


2400 


2500 

to 
2999 


3000 

to 
3999 


e8 > 

II 





i 














I 

6 

10 

5 


4-S 








I 








2 
I 

I 


2 


I 




I 






27-3 


8, 




I 


2 






2 




45 -5 


I 




1 


22.7 




















































Total. 


I 


1 


I 


2 


2 





4 


2 


2 





2 


2 


2 


I 


22 




Per Cent, . . . 


4.5 


4.5 


4-5 


9.1 


9.1 





18.2 


9.1 


9.1 





9.1 


9.1 


9.1 


4.S 







Median Years Training, 8.6 

Median Salary $2100 

• Includes administratiTC officers. 



The Hackensack Schooes. 



179 



Tabi,E VII 

DISTRIBUTION OF SALARIES AND TOTAL YEARS OF EXPERIENCE OE HACKENSACK 

MEN TEACHERS 

(June, 1921) 
Salaries 



Years of 
Experience 


1400 1500 


1600 


1700 


1800 


1900 


2000 


2100 2200 


2300 


2400 


2500 

to 

2999 


3000 

to 
3999 


V 

^> 
0x1 
ni 

1- 





c 

V 

U 
u 
u 




























I 


I 


I 
I 
I 
I 
2 
I 
I 


2 


4-S 
4-S 
4-S 
4-S 
9-1 
4-S 
4-S 




























IS — 19-99, • • • 


























I 
















































I 

I 


























































10, 
























9 
































8, 














I 
















9.1 


7, 
























6, 














I 
I 
1 
















s 
























. 


I 
2 
4 
3 


4-S 
9-1 
18 2 


4 










I 
I 


















3, 








I 
I 


I 1 "■ 












2 






















13-7 


I 





































































................................. 












Total 


I 


1 


I 2 


2 





4 


2 2 


2 


2 


2 


I 


22 




Per Cent, . . . 


4-S 4-5 4-5 9-1 


9.1 





18.2 


9.1 9.1 

1 


1 

9.11 9.1 

1 


9.1 


4-5 







Median Salary, $2100 

Median Years Experience, 6.75 



Table VIII 

COMPARISON OF YEARS OF TRAINING BEYOND THE 8TH GRADE OF HACKENSACK AND 
GROUPS OF CITIES IN THE UNITED STATES* 



Median Number of Years 

of Training Beyond 

the Sth Grade 



Hackensack 



Cities with 

Population 

of 8,000 

to 

30,000 



Elementary Teachers, 
High School 

Women Teachers, 
High School 

Men Teachers, . . . 



6.6 
8.4 
8.6 



6.2 
8.4 
8.4 



Cities with Cities with 

Population Population 

of 30,000 of 100,000 

to or 

100,000 more 



6.3 
8.5 
8.4 



6.4 
8.4 
8.4 



* Data from "Teachers Salaries and Schedules," by E. S. Evenden, Teachers College, 
Columbia University, N. Y. C. 



i8o 



Thej Hackensack Schools. 



CHART No. 3 

DISTRIBUTION OF SALARIES OF HACKENSACK MEN TEACHERS 

JUNE, 1921 

zo r 



/5 



10 



L 

Salaries 











• 















































1^—— Al^^^wJ—^M^fc. II ■■■nil ■ IWI*.»II llfcll. M ■ ) III ■^IIM^wll I1.I I ■■I^MHanilMwJ^^— rf 

/4A) /60^ ZflD^ 20^ nOO 2fOD2S6d366i 4006 
1500 1700 " ZlOO z^3Bp93 f>hs 



1700 " 21OD 

Chart #4 
DISTRIPUTION OP SAIJlKiyS OP 

% HACKENSACK ELEMENTARY SCHOOL TEACHERS 
35 r- 



30 

20 
15 

10 

:t 

Salaries 



llOO 1300 1500 
1200 1400 



1900 



The Hackensack Schools. 



i8i 



EXPERIENCE OE TEACHERS 

When Hackensack's teachers are compared on the basis of ex- 
perience with those of other cities, as in Table IX, the elemen- 
tary teachers offer less experience than teachers in other cities of 
the same size. The high school women teachers offer more 
experience than teachers in similar cities and the high school 
men teachers offer approximately the same number of years of 
teaching experience. The difference in the elementary group is 
only slight and may again be due to the fact that teachers with- 
draw readily from Hackensack in order to go into the larger 
school systems in the immediate vicinity. Teachers who have 
had experience in other school systems and under varied types 
of supervision are much more desirable for a school system than 
those who come directly from a normal school without experience 
elsewhere. Without doubt, the skill, maturity and high attitude 
toward teaching, gained from actual experience in the classroom, 
are desirable assets to be secured by any school system. 

In Table X is shown the relationship between years of experi- 
ence in Hackensack on the part of 83 elementary teachers and 
experience elsewhere. It will be seen that 24 of the 83 teach- 
ers, or less than one-third, have entered the local school system 
without experience in other school systems. The median teacher 
of the 83 has offered practically three years experience elsewhere 
before coming into the Hackensack schools. The median teacher 
has also had 3.6 years experience in Hackensack. 

Table IX 

COMPARISON OF the; TEACHING EXPERIENCE OE TEACHERS IN HACKENSACK AND 
IN CITIES OF THE UNITED STATES* 



Median Number of Years 

of Experience in 

Teaching 



Hackensack 



Cities with 

Population 

of 8,000 

to 
30,000 



Cities with 

Population 

of 30,000 

to 
100,000 



Cities with 

Population 

of 100,000 

or 

more 



Elementary Teachers, 
High School 

Women Teachers, . 
High School 

Men Teachers 



8.6 
6.75 



8.19 

7.4 

6.9 



9.16 
9-7 



10.44 

II. 

10.8 



* Data taken from "Know and Help Your Schools, Salary Inquiry (1920)," by the 
National Committee for Chamber of Commerce Co-operation with the Public Schools 
Tribune Building, N. Y. C. 



1 82 



The Hackknsack Schooi^s. 



CHART No. 5 

DISTRIBUTION OF YEARS OF EXPERIENCE OF HACKENSACK 
ELEMENTARY SCHOOL TEACHERS— JUNE, 1921 






10 



PL I 



-/ ^ V 6 5 

Years of t 3 S 7 3 

Experience. 



w II is„ &o 

IS ZO f 



The Hackensack Schooi^s. 



183 





< 


X 




w 


ij 


i_r 





n 





•< 


M 


U 


u 



;u33 J3 J 




• Tt-00 c)eo Tj-Noo N Noo Ncooo 

•t^Tj-WTl-Ni-i.<(-t^t>,OCOO00 
ll M M f) 














; " « j 00 






M 


w 



< 

W 

S5 

W 


w 

§ 

»< 
X! 

w 


m 

>< 


v 
u 



s 


0\ 
0\ 

T 

T 



T 


o\ 

0\ 

o> 

1 
























Tj- 


»o 


tx 






" 


" 






■ 




« 


" 


VO 


f) 
t^ 




.. 










M 






M (N 


t^ 


00 






























" 


N 


























m 


\o 




00 

1 

00 
















































" 




" 


" 




" " 




c 




i 






" 




" 




" 




« 


" 


\o 


t% 


0\ 




















M N M 


" 


•" 





4 






































1 










"' 








W 


" 


n 


t^ 


00 


1 




















" M M M t^ 


00 


0\ 






T 




M « M 


M M fj 


" t^ rovo lO 


0\ 

r 
























« 




M 


■fl- 


00 
. 4 


I 

0) ► 


"J w 

11 



E 

"d 
a 
a 






c 

a 
1 


^C 

1 


i c 

NO 

•c 

1 

c 


c 


? 




^ 
^0 

^^ 


^ 
^ 

^ 

1 


^ 
^0 


N a 

T 


^ 
^ 


" 

^ o 


^ o 


s 
\ 

T 


> 



1 










<u 





:301 



•^ 1-.- 



1 84 



The Hackensack Schools. 



CHART No. 6 

DISTRIBUTION OF YEARS OF EXPERIENCE OF HACKENSACK 
WOMEN HIGH SCHOOL TEACHERS-JUNE, 1921 

IS I- 



10 



oL 

Years of 
Experience. 



s 



10 IL/S ZQ. 



i4^/h&5' 



The Hacki;nsack Schools. 



185 



CHART No. 7 

DISTRIBUTION OF YEARS OF EXPERIENCE OF HACKENSACK 
MEN TEACHERS— JUNE, 1921 



20 r 



IS - 



/o 



OL- 



Years of 
Experience. <3 





-^ 






— ] 




— 1 























4 6 6 II 13 15 ^ZC BS 

S 7 It /4 li' 25 i- 



The median high school woman teacher has had three years' 
experience in Hackensack and five years' experience elsewhere. 
The median junior high school teacher has had 7.5 years' ex- 
perience in Hackensack and 6.5 years' experience elsewhere, in- 
dicating that the more experienced teachers have been placed in 
the junior high school. 

The median man teacher in the Hackensack schools has had 
2.75 years' experience in Hackensack and 3.5 years' experience 
elsewhere. 

This distribution of experience for these various groups of 
teachers is highly commendable and should be gratifying to the 
patrons of the schools, since only through such varied experience 
can success be achieved. 



1 86 The Hackensack Schools. 



SAI^ARIES PAID TEACHERS IN HACKENSACK AND IN OTHER CITIES 

In Table XI are assembled the median salaries paid teachers 
of the varying- groups in Hackensack and other cities in north- 
ern New Jersey, as well as teachers in New York City. The 
twenty- five percentiles (Qi) and the seventy-five percentiles 
(Qs) ^i"^ ^Iso given in this distribution. The data could not 
be secured for the year 1920 or 1921 for New York City and 
Newark, therefore, the facts of the year 1919 were taken. It 
should be borne in mind, in reading this table, that since the 
1919 facts were secured, the salary schedules in both Newark 
and New York City have been considerably added to, thus plac- 
ing these cities considerably above Hackensack in every depart- 
ment. 

It will be seen that in no sense are Hackensack's salaries to 
be considered exceedingly high as compared with the salaries 
actually paid in many of these other communities. Such cities 
as Hoboken, Bayonne, Jersey City, Englewood, Trenton, Mont- 
clair, Paterson, Newark and New York have all paid higher 
salaries than Hackensack in one field or another according to 
this distribution. Hackensack must continue to maintain the 
excellence of its teaching staff by paying the salaries which are 
comparable with the other cities which have similar economic 
conditions confronting them. 



The Hackensack Schooi^s. 



187 



Tabi,e XI 

COMPARISON OF SALARIES OF HACKENSACK TEACHERS (19I9-20) AND (192O-21) 

WITH SALARIES IN OTHER JERSEY CITIES (1919-20) AND NEW YORK 

CITY (1919-20) 



Cities in 
New Jersey 



Asbury Park, . 
Englewood, . . . 

Rahway, 

Bayonne 

Elizabeth, . . . . 

Hoboken 

Passaic, 

Camden, 

Jersey City, . . . 

Trenton, 

Paterson, 

Montclair, . . . . 

Newark 

New York City, 

1919-1920 
Hackensack, 

1 920-1 921 
Hackensack, 



Salary Data, 

Elementary 

Teachers 



I, Q' 



Q3 



I2H 

945 
1236 

950 
1707 
1327 
1048 
1255 

962 
1202 
1647 
'1300 
'1283 

1223 
1347 



842 
1085 

886 
1071 

799 
1355 
1215 

961 
1017 

786 
1131 
1526 

*933 
*940 

1112 

1251 



1047 
1323 
995 
1528 
1 1 54 
1838 
1426 
1251 
1 543 
1067 
1 39 1 
1912 
'1345 
^1568 

1347 

1451 



Salary Data, 

Jr. H. S. Women. 

Teachers 



Qi 



1083 
1260 



1750 
1267 



1385 
1506 



963 
1200 



1663 
1103 
1167 
1766 



1328 
1418 



Q3 



II63 
1333 



1856 



1363 
1433 
2056 



1443 
1590 



Salary Data, 

Sr. H. S. Women 

Teachers 



Qi 



1300 
1540 
1208 
1875 
1450 
2200 
1627 
1390 
2125 
1513 
1671 
2008 
^2215 

*2SI2 
1495 
1662 



1400 
I 146 
1763 
1208 
1900 
I517 
1247 
1915 
I361 
ISI7 
1845 
'1580 
*2013 

I4I7 
1583 



Q3 



1431 
1700 
1263 
2033 
IS93 
2400 
1687 
147s 
2463 
1883 
1950 
2131 
•"2530 
'■2562 

1623 

1800 



Salary Data, 

Sr. H. S. Men 

Teachers 



Qi 



1740 



1733 
2067 
1900 
2327 
2000 
2036 
2714 



2113 
3100 
^2215 

*2SI2 
2033 
2025 



1625 



1640 
2017 
1700 
2063 
1905 
162s 
2350 



1708 
2725 
'1580 
*20I3 

1800 

1850 



Q3 



1790 



187s 
2533 
187s 
2490 
2250 
2266 
3023 



2444 

3243 

*2530 

»2562 

2150 
2250 



* Data taken from "Teachers' Salaries and Schedules" (1919), by E- S'. Evenden, 
Teachers College, Columbia University, N. Y. C. 

It is not clear, from the original data, whether special bonuses have been included in 
every case in the above figures or not. This should be taken into consideration in reading 
this table. The figures for Hackensack for 1919-1921 show a substantial increase which 
also would have been included for the other communities if their data had been available. 



THE AGE OE TEACHERS IN HACKENSACK 

In Tabk XII it will be noted that the median elementary 
school teacher is about thirty years of age, the median high 
school male teacher is about thirty-three years of age, high school 
women teachers thirty years of age and the median special 
teacher and principal is in the range of thirty-eight to forty years 
of age. 

Taking it all in all, the Hackensack staff is a well-balanced 
staff with respect to age and maturity. There is not, as is found 
in some school systems, a large group of very old teachers nor 
a large group of very young teachers. This median age in all 
instances compares very favorably with the age data which are 
available from other sources. 



i88 



The Hackensack SchooIvS. 



Table XII. 

DISTRIBUTION OF TEACHERS IN HACKENSACK BY AGE GROUPS AND DEPARTMENTS 



Age* 


Elementary- 
School 
Teachers 


Senior High Junior High Special 
School School Class 
Teachers 1 Teachers Teachers 


Principals 


Range 


c 


c 

S 



c 


c 

S 





c 

E 



c 

(U 


c 

s 




c 


c 

HI 

e 


20 to 24 


:::: 


19 
18 
14 
II 

4 
4 
3 
2 


I 

4 
3 
3 
I 

2 


I 
13 

7 

I 

5 

I 


I 
2 


2 
I 

3 
2 




I 






25 to 29 






30 to 34 
35 to 39 
40 to 44 




2 

I 


I 


I 
I 
2 


45 to 49 
50 to 54 




2 




3 

I 


I 
1 




55 to 59 














Median 




1 yrs. 


yrs. 


30 

yrs. 


27 

yrs. 


33-5^ 
yrs. 




40 

yrs. 


48 

yrs. 


38 

yrs. 


Mode 




26 

yrs. 


29 


28 
















yrs. 


yrs. 















* Age data were not furnished by 22 teachers. 

Hackensack's problem in the selection and rating of teachers 
may be divided into the following- elements : 

1. There should be developed a body of permanent teachers 
who should form the nucleus for public school service in this 
city. 

2. In developing and maintaining a salary schedule it should 
be borne in mind that these mature teachers, whether men or 
women, whether married or single, frequently have other per- 
sons dependent upon them for total or partial support. This has 
been evident from nation-wide investigations. 

3. Teachers will remain in a school system and will join the 
professionally developing group only as they are provided with 
a living wage, together with adequate returns which will permit 
of saving. 

^ 4. There should be every effort expended in Hackensack to 
provide the incentive for thorough and painstaking work in the 
profession of teaching by paying salaries which will not necessi- 
tate supplementary employment outside of the teaching field. 

5. Hackensack should continue to draw as largely as possible 
from the best training schools in the country and should never 



The Hackensack Schooi^s. 189 

be content with selection from a small group of training schools 
or from a narrow section of the country. 

6. Hackensack's method of selection from a very extensive 
field is a decided element of strength in the teaching staff. 

7. Hackensack should continue to resist the inroads made 
upon its teaching staff by large cities in its immediate vicinity by 
continuing to pay salaries which are commensurate with the 
ones paid elsewhere. 

8. From other evidence gathered during the survey, it has 
been shown that Hackensack's teachers are highly professionally 
minded and have availed themselves of many opportunities for 
advancement in the professional field. Hackensack should en- 
courage its teachers to continue the splendid work which they 
have been doing in this respect. 



THE PROEESSIONAE STATUS OE THE TEACHING STAEE AND THE 
QUALITY OE INSTRUCTION 

The Sources of Teacher Supply 

Hackensack does not draw any large proportion of its teachers 
from one training school. Hackensack is fortunate in this re- 
spect. A reasonable number of different types of training repre- 
sented in the teaching staff will help much in giving a breadth of 
view to all of the teachers and toward bringing together various 
teaching methods and teaching ideas, which should tend to im- 
prove the entire school system. Sixty-seven different institutions 
of training are represented in the present teaching staff. The 
normal schools from which the largest number of the teachers 
have come, are the Montclair State Normal and the Trenton State 
Normal. Twenty members of the present staff are from the Mont- 
clair State Normal and fifteen from the Trenton State Normal. 
The other institutions which are represented with more than two 
members of the teaching staff are shown in Table XHI. 



19^"^ Tpie Hackensack Schools. 



Tabi,e XIII 

THE INSTITUTIONS OF TEACHER TRAINING WHICH ARE REPRESENTED BY TWO 
MEMBERS OR MORE OF THE PRESENT TEACHING STAFF — JUNE, I92I 

Number Number 

Various of Repre- Various of Repre- 

Institutions sentatives Institutions sentatives 

Montclair State Normal, 20 Ethical Culture, 2 

Trenton State Normal, 15 E. Stroudsburg Normal School, 2 

Fitchburg State Normal, 6 Froebel Training School, 2 

New Paltz State Normal, 6 Framingham Normal, 2 

Courtland State Normal, 5 Geneseo Normal, 2 

Mount Holyoke— A. B., 5 Columbia — M. A., 2 

Salem State Normal, 4 New York State Normal 2 

Teachers College — B. S., 4 New York University— Art 2 

Bridgewater State Normal, .... 3 Pratt Institute, 2 

Oswego State Normal, 3 Vineland Training School, 2 

Teachers College — A. M., 3 Syracuse University — A. B., . . . 2 

Barnard College — A. B., 3 Syracuse University — Ph. B., . . . 2 

Bates College — A. B., 2 

The professional status of the teaching stajff is shown by the 
diplomas or degrees which are held. Twenty-five members of the 
staff have the degree of Bachelor of Arts. Ninety-three members 
hold the normal school diploma. Ten members hold the Bachelor 
of Science degrees. Six of the teaching staff have been awarded 
the Master of Arts degree, while three have been awarded the 
Ph.B. and one the Ph.D. degree. The distribution of degrees is 
shown in Table XIV. The indication is that teachers are being 
selected into the school system of Hackensack on the basis of 
their ability to prove that they have had adequate training. 



Table XIV 

DEGREES AND DIPLOMAS HELD BY THE TEACHING STAFF OF HACKENSACK 

Normal School Diplomas, 93 Vineland Special, 2 

College B. A., 25 Ph. D., 

High School Diploma and Juris Doctor, 

Credits, 14 B. Com. Sci., 

College B. S 10 B. Phys. Ed., 

College A. M., 6 Extension L. L. B., 

Kindergarten Diploma, 5 Less than H. S. Graduation, . . . 

Business Diploma, 4 

High School only 4 "^^7^ 

Ph. B., 3 

Data concerning the nature and amount of supervision, as well 
as the professional activities of the teachers, their problems and 



The Hackensack Schooes. 



191 



difficulties, have been secured. A questionnaire of thirteen ques- 
tions covering these problems and submitted by practically all of 
the teache.-s has supplemented classroom visitation and discus- 
sions with teachers for the purpose of securing this information. 
The thirteen questions of the questionnaire follow. The answers 
returned by the teachers were tabulated and analyzed. In large 
measure, all of the questions were answered by all of the teachers, 
thus showing their professional attitude toward the survey. 



. Date of birth- 



.Present address. 



Certificate now held_ 
Where issued 



. Permanent address_ 



(CoDcgo sradaate lif«, special, I 

_Bywhom issued „ 



EDUCATIONAL PREPARATION 



ScWol 


DatM AttaBded 


NuM-ud LockUoo of lostitntio... 


Nmtun of CotBM ^wbtMl 


WdCrU-te 




Bfem.Sbool 
























filsbScbool 
























H. S, Traiaine 
CUu 








, 
















KermalScbool 




































Cotltia aad 












tmiT«r«ltT 
























Sp^diil Schooli 






















SnmmerSoaaiooi 












WMka BtEMldM 












Speclkl Corn-*:. 













EDUCATIONAL EXPERIENCE 



Tur 


iCIWW9d~l 


Loullo c( Sel»d 


N«t«r« of PoaMiM— St«t« •!» ivwIm or nbiacta 


K^^UmL. 


■_iu> S>kn t>'l 


Taib S.h7T b<'4 


1907-OR 














M<»-09 














1*09-10 














mo-ii 














1911-12 














1912- U 














1913-14 














1914-15 














1915-16 














1916-17 














19 - 















DatOiol eDterifig service in tbb i^ool system (mnnth) ., (t^*'') — 

Nnmber of yean of service Im tfalf school system (hiclnde this year) : 

As teacher... .... - .■ — ,— years As principal...... 

As soperrlKor or special teacher...... years As superintendent 

Total nnmbecof years in this school system, t. < 

Number of years of fervice befan wmtaing this scttool system.: 

As teacher years ' As principal... 

Aa a up e i ? toor or special teacher years As saperiatendent 

Total nnmber of years ontside this school system 

Total nnmber of year* experience teacbiog . 






13 HS 



192 The Hackensack SchooIvS. 

1. Give names of professional journals you read regularly. 

2. Give titles of a itw of the most interesting books of a professional 

nature you have studied while teaching. (Report only last two 
years.) 

3. Of what local civic or welfare organizations are you a member? (a) 

State the nature of the work each undertakes, (b) What active part 
are you taking in work of each organization? 

4. State one or more of the definite school problems on which you are 

working and tell what is being done. 

5. What, if anything, has happened during this year that has made a 

difference in the way you teach? 

6. State, if possible, two or more standards by which you would be satis- 

fied to have your teaching judged (that is, the main things you 
would expect a supervisor to look for while visiting your classroom. 

7. What are the chief difficulties encountered in your work? 

8. What recommendations or suggestions have you concerning these 

difficulties ? 

9- What are you paying per week for room ? , board ? , 

total? 

ID. Do you live with a relative? 

11. In what occupation other than teaching do you engage to add to yo^ir 

income? 

12. What is the amount derived during the past twelve months from this 

occupation? 

13. How much did you save out of your income during the past twelve 

months? 

The replies to Question i show that practically all of the fore- 
most professional journals treating of the general field of educa- 
tion, as well as the specialized fields are read by some of the teach- 
ers in Hackensack. The journals which were read to a largest 
degree by the elementary teachers were "The Normal Instructor 
and Primary Plans". "The Journal of the National Education 
Association" and "Primary Education". Where such narrowly 
specialized journals as the "Normal Instructor" and "Primary 
Education" were mentioned by teachers, there was also mention 
made by the same teachers of such other high grade journals 
as "Teachers College Record", "Elementary School Journal", 
"School and Society", "School Review" and the "Educational 
Review." Only twelve teachers failed to report under Question 
I . The returns in general indicate that the faculty in Hackensack 
is endeavoring to keep abreast with modern educational theories 
and movements by reading the best current educational literature 
available for this purpose. 



The Hackensack Schools. 193 

Question 2 asked for the titles of the most interesting books of 
a professional nature read by teachers during the past two years. 
Over eighty different professional books were reported under this 
item by the elementary school teachers and approximately 60 such 
professional books by the high school teachers. The reports in- 
cluded the most modern books on general method, on the cur- 
riculum, on psychology, philosophy, and the history of education, 
as well as those books of a semi-professional nature which give 
an insight into child life. It was clear that a number of books had 
been mentioned because extension courses had been recently given 
in those fields. The complete list reported by the Hackensack 
teachers would form a most desirable educational library for any 
school system. There was in many cases apparently a very defi- 
nite relationship between the specific problems on which teachers 
are .working or the difficulties encountered in their work and the 
kind of professional reading done. It was interesting to find 
teachers who reported "foreign children" as constituting their 
greatest problem, also reporting having read the "Italian Immi- 
grant of Our Time" or "The School Master of a Great City" 
among the professional or semi-professional books recently 
studied. When teachers report that their chief problem is lack of 
mentality on the part of members of the group and that they are 
also reading the "Measure of Intelligence" by Terman, it is clear 
that intelligent application is being made by teachers of their 
reading toward the solution of their classroom problems. 

Hackensack teachers reported in answer to Question 3 that they 
were participating in the work of approximately 35 civic or wel- 
fare organizations which are operating in Hackensack. It is quite 
clear that no teacher can do her best work unless she mingles with 
the community and learns thoroughly community problems and 
community ideals. Evidently the majority of the teachers have 
realized the importance of establishing such relationships with 
other organizations. The school itself cannot hold its proper 
place in the development of community life except as it profits 
from the work that has been done by the purely civic and welfare 
organizations which have the social and economic development 
of the community at heart. It is recommended that all Hacken- 



194 Thk Hackensack Schools. 

sack teachers avail themselves of the first opportunities of asso- 
ciating with these types of enterprises so that the school system 
and the organizations may mutiiahy profit. 

The answers to Question 4, which concerned the definite school 
problems on which teachers are working, were very illuminating. 
Only fifteen teachers failed to report on this problem, the reason 
for the omission not being apparent unless it meant that the 
teachers were not particularly aware of any outstanding prob- 
lems. Thirty-five teachers reported that they were working on 
the use of the project method in teaching, showing that a large 
group of the Hackensack teachers were interested in the experi- 
ment which is at this time meeting with nation-wide discussion. 
A group of teachers from one school reported that they were 
concentrating upon the "socialized recitation", and the classroom 
work observed by the surveyors in this school indicated that 
this project was being carried forward with a great degree of 
success in this building. Other very vital problems were men- 
tioned frecjuently, such as "the establishment of co-operation be- 
tween the kindergarten and the first grade", "the effort to develop 
thought-getting in silent reading", "adapting class work to needs 
of children with varying abilities" and "getting teachers who have 
been in the same grade for a long period of years to experiment 
with new methods and modern ideas." The other professional 
topics mentioned indicate that the work of supervision in the 
Hackensack schools has been of an extremely satisfactory nature. 
Teachers have been stimulated to think of their individual prob- 
lems and to solve them through analytical study and through the 
application of modern solutions. Without doubt, much of the 
credit for this general professional tendency on the part of teach- 
ers is due to the professional course in teachers' problems taken 
under the leadership of the supervising principal during this past 
year. 

In answer to Question 5, where teachers were asked to list 
those things which made a difference in the way they taught 
during the past year, this professional course taken under the 
leadership of Mr. Stark was frequently cited as instrumental 
in improving the work of teachers. Twenty-eight teachers 



The Hackensack Schools. 195 

omitted answering Question 5. This failure may be considered 
as an indication that no change in their teaching, either for 
better or for worse, took place during the school year. From 
the angle of supervision, the answers which might appear with 
greatest frequency are the following : 

1. Demonstration lesson by principal, supervisor, or teacher. 

2. Discussion of the demonstration lesson. 

3. Conference between teachers and supervisors. 

4. Reading and discussion of books. 

5. Groups of teachers working on a specific problem. 

6. Use of standard tests. 

7. Visiting other teachers. 

That these seven very excellent means of supervision are 
being extensively used to improve the quality of instruction in 
Hackensack is clear from the response given by teachers. Such 
answers as demonstration lesson in music, visitation of other 
schools, professional courses, being in a modern school system, 
having a group Avith a high I. O., were frequently recorded by 
teachers. Apparently supervision is well organized in Hacken- 
sack; it serves a very definite purpose and is recognized as a 
help by the teachers. The work in this field cannot be too ex- 
tensively developed and it is recommended that further effort be 
made by teachers and supervisors to carry out the program of 
supervision involved in the seven items listed above. By de- 
veloping the program of supervision, teachers and supervisors 
will develop more uniform standards according to which class- 
room work should be judged. 

The answers to Question 6 indicate a very wide variation in 
the standards according to which teachers desire to have their 
classroom work reviewed. The majority of the answers in- 
dicated a very clear appreciation on the part of teachers of what 
their teaching problem was. In fact, it is very clear from these 
responses that teachers were familiar with the standards de- 
veloped by Professors McMurry, Strayer, Bonser and others 
and which are recognized today as the acceptable bases for judg- 
ing classroom work. 

The difficulties encountered in school work, as listed by the 
teachers, are chiefly those of poor attendance, insufficient equip- 
ment, lack of adjustment of newcomers to the Hackensack school 



196 The Hackensack Schools. 

system and the general problem of classification of children on 
the basis of their intellectual abilities. As has been indicated 
elsewhere in this report, considerable effort is being expended 
in Hackensack to produce the most effective results in classifica- 
tion. A number of special classes have been established for the 
purpose of taking care of certain special groups. The teachers 
apparently recognize the value of this specialization and are 
anxious to have the demonstration proceed further in this field. 
Without doubt, the most serious problem confronting all school 
systems today is the proper classification of children and the 
adjustment of the curriculum to the needs of individuals. It is 
well that Hackensack teachers recognize this as a serious problem 
and that they are endeavoring to solve it. The attendance prob- 
lem should not be a serious one in Hackensack and additional 
effort should be made to correct any evils connected therewith. 
Teachers frequently have mentioned "too large a class" as one of 
their difficulties. It is rather surprising to find this mentioned 
at all as a difficulty as Hackensack's classes, when compared with 
other cities, are not as large as those found in the average city. 
Table XV and Chart No. 8 show that only in the intermediate 
school are Hackensack classes a trifle larger than the median 
of 429 other cities and that in the elementary school and in the 
high school the administration has used every opportunity of 
reducing the size of classes in Hackensack to the point where 
the best classroom work can be done. The classroom visitation 
of a large number of classes in Hackensack bears out the con- 
clusion that the classroom work that is being done is in general 
of a very superior order and that the work that is being carried 
on by the teachers is of a thorough and conscientious type which 
one might expect from the professional group that has been 
gathered together in that city. 



Thk Hackensack Schools. 



197 



Table XV 

SIZE OF CLASSES 

Hackensack Compared with 42g Other Cities* 



Size of Classes 


KINDERGARTEN 


ELEMENTARY 


JUNIOR HIGH 

OR 
INTERMEDIATE 


SENIOR HIGH 




Other 

Cities 


Hacken- 
sack 


Other 

Cities 


Hacken- 
sack 


Other 

Cities 


Hacken- 
sack 


Other 
Cities 


Hacken- 
sack 


19 pupils or less, . . . 

20-24 pupils, 

25-29 " 

30-34 

35-39 

40-44 " 

45-49 ' 

50-54 

55-59 ....... 

60 or more pupils, . . 


■ 320 
423 
687 
703 
760 
680 
404 
459 
136 
420 


3 

5 
4 

I 
I 


2,860 

3,598 

7,807 

15,229 

20,662 

18,495 

11,102 

2,415 

547 

480 


S 

6 

21 

31 

II 


1,480 

1,472 

2,36s 

1,718 

983 

498 

228 

64 

47 

223 


1 
5 
8 
2 



10,763 

10,391 

10,544 

5,354 

2,005 

1,149 

359 

225 

130 

433 


112 

11 
8 
7 
2 
I 


Total, 


4,992 


14 


83,195 74 


9,078 


16 


41.353 


217 




37 
29 
47 


24 
20.5 
28.3 


38 
32 
43 


30.8 
26.8 
33.8 


23 
28 
34 


29.0 
31-3 
33-8 


25 
19 
30 


18. 6i 




14.4 
24. 


1' 





* "Know and Help Your Schools" — Second Report — Issued by the National Committee 
for Chamber of Commerce Co-operation with the Public Schools, March, 1921. 



198 



The Hackivnsack vSchools. 



CHART No. 8 

HACKENSACK'S MEDIAN SIZE CLASSES COMPARED WITH 
MEDIAN SIZE CLASSES OF 429 OTHER CITIES*-JUNE, 1921 
pap lis 
50 T— 



40 



30 



20 



10 



L_ 




50 



40 



30 



20 



10 



Kindergarten ^lamantaiy Intermediate Senior High 



Legend: 

Haekehsaclc 



Other Cities — -=p— — 

Naturally a larger number of teachers refrained from answer- 
ing the personal questions from 9 to 1 3 than the questions preced- 
ing. In Table XVI are tabulated the responses given to some 
of these questions. The majority of teachers pay between $4.00 
and $6.00 a week for their room and between $7.00 and $8.00 
for their board, thus making a total of between $11.00 and 
$14.00 a week for board and room. Of the ninety teachers 
reporting the answers to Question 10, 46 do not live with rela- 



* Know and Help Your Schools — Report 2 — National Committee for Cham- 
ber of Commerce Co-operation with Public Schools. 
** Calculated on a teacher basis for Hackensack. 



The Hackensack Schooi.s. 



199 



tives and 40 do live with relatives. The mere fact that teachers 
live with relatives means that these relatives pay in one sense 
part of the cost of living of the teachers. These are facts that 
must be taken into consideration when salary schedules are being 
made and salary contracts are being signed. Salaries should be 
sufficient to enable all teachers to live without being required 
to undertake outside work. Without question, it is not advan- 
tageous to the teaching profession to have teachers engaged in 
outside employment at the same time. Thirteen teachers re- 
ported as engaged in other activities for pay. In seven of these 
cases, the work done was another kind of teaching. The average 
amount earned by these thirteen was less than $150. It is fair 
to Imply that these teachers could not as effectively serve the 
community as those who find it possible to give all of their time 
to their professional work. The average amount saved by teach- 
ers in Hackensack is low. A salary schedule must provide not 
only a living wage, but also a saving wage. If the reports of 
those who answered this cjuestion are indicative of the total situa- 
tion in Hackensack, it is clear that the salaries paid are not the 
sole incentive for drawing good teaching material into this 
school system. 

Tabw XVI 



DATA COVERING THE COST OF UVING OE TEACHERS IN HACKENSACK, ig2I 



Number paying 

Certain Amts. 

for Room 



Number paying 

Certain Amts. 

for Board 



Number paying 
Sum Indi- 
cated 
for Bd. & Rm. 



Less than $3.00, 



$3- 
4- 
5- 
6- 

7- 

8- 8 

9- 9 
10-10 
ii-ii 
12-12 

13-13 
14-14 

iS-15 



99: 



16 and over, 



5* 

8 
15 
i& 



4 

I 

22 

8 

7 
7 
I 
I 



3 
13 
9 
12 
6 
4 
7 
4 



* Apparently only partial costs. 



200 The Hackensack Schools. 

the quaeity oe instruction 

Certain elements of instruction are best measured through the 
use of standard scales or tests. The results secured by the Survey 
Commission from the measurement of classroom achievements 
are sufficient proof of the splendid nature of the instruction in 
the subjects tested. It may reasonably be inferred from the ex- 
cellent results secured in subjects chosen without consultation 
with the teachers that the results in the whole field of subject 
matter teaching are of an exceedingly satisfactory nature. 

To supplement the impression secured through the use of the 
tests and to discover the attitude of the teachers in fields of in- 
struction that are measurable to less degree in concrete terms, the 
classrooms of fifty teachers were visited while recitations were 
in progress. All types of elementary classes were in progress 
during these visitations. For example, twenty classes were en- 
gaged as listed below : 

1. Debate "Resolved that the Trolley Line should be moved from Main 

Street." _ 

2. Story writing — Hackensack project. 

3. Proverbs with oral and written stories as illustrations. 

4. Spelling words in sentences. 

5. Recognition lesson in Geography from outline work. 

6. Courtis Practice Tests in Arithmetic. 

7. Making stuffed, cloth dolls. 

8. A written and oral recitation on "Why is New Jersey a Good Place to 

lyive In?" 

9. English and Arithmetic for special class of foreign born. 

10. Kindergarten— singing — dancing, solo and chorus, band music. 

11. Formal Reading. 

12. Formal Geography. 

13. Formal Spelling. 

14. Socialized Spelling. 

15. Socialized Arithmetic. 

16. Socialized Dramatics. 

17. Reading and Dramatization of Fire Scene. 

18. Making Sentences. 

19. Story writing — "The Lost Girl." 

20. Current Events in History. 

After a class had been visited, the member of the Survey 
Commission left the room and recorded his impressions on an 
outline similar to the following" 



The; Hackensack Schools. 



20J 



OUTUNE F'OR JUDGING QUALITY OF INSTRUC'TlOiN 

Instructions to visitor : Spend at least tzvo full classroom 
periods with a teacher before filling out this blank. Make ex-, 
planatory remarks zuherever possible. 

I. SCHOOLROOM ATMOSPHERE 

I. Attitude of teacher: 

(Indicate your general judgment by writing after each sub-item 
figures I, 2, 3, or 4. i=:high degree; 4=low degree.) 



a. Manner : 

courteous stimulating 

sympathetic disturbed 

dignified vigorous 

enthusiastic talkative 

b. Voice — effective, 1-2-3-4: 



low-pitched 

c. Enunciation : 
clear 



pleasant 



indistinct 



2. Personal appearance of teacher: 

attractive average 



3. Command of English: 

excellent 

4. Attitude of children: 

a. toward the work : 

interest 

b. toward the group : 

courteous 

c. toward the teacher: 

friendly 



fair 



spontaneous 



co-operative 



submissive 



indifferent 
patronizing 
dogmatic 
sarcastic 



harsh 

unattractive 
poor 

forced lacking 

individualistic 



antagonistic 



II. PHYSICAI. ENVIRONMENT 

(Place an X opposite the items to which careful attention is paid, and 
an O opposite any to denote special neglect.) 
ventilation neatness of room 

temperature attractiveness of room 

lighting useful materials 

seating care of materials 

III. HANDICAPS 

Unusual noise 

Illness of teacher or children 

Uncomfortable physical conditions 

IV. METHOD 

(Indicate the subject observed.) 
I. Type of lesson: 

(Show by check and comment where the emphasis with regard to 
the following points was put.) 



drill 



thought 



appreciation 



202 The Hackensack Schooes. 

2. Attention to principles of teaching: 

(Check the items to which the teacher has evidently given atten- 
tion and place an O vv^here there has been gross neglect or 
wrong application.) 

choice of vital subject matter 

good organization of material 

motivation from life of children 

recognition of relative values 

provision for initiative 

provision for individual difiference 

provision for habit formation 

3. Use of text-books: 

absolute reliance upon 

as reference books 

variety 

with discrimination 

4. Preparation: 

definite plan or procedure 
broad scope of questions 
definite questions 
additional illustrative material 

5. Assignment : 

utilize child's problem 

suggest material for solution of problems 

allows for pupils' co-operation 

by pages or paragraphs 

by topics 

in a manner to prevent confusion or misunderstanding 

V. CONTROL 

restraint 

artificial 

self-imposed 
reasonable degree of freedom 
license 

VI. PROVISION FOR INDIVIDUAL HELP 

discriminative systematic 

No'te — Where there are no special directions for checking indicate what 
you observe by the use of a V. 

The impressions gained by all of the judges were then consoli- 
dated and in this united form present a cross-section of what is 
daily occurring in the classrooms of this city. 

PERSONALITY OE TEACHERS 

The teachers were found to a large degree courteous and 
sympathetic. They were dignified and enthusiastic and only in 
rare cases were found to be indifferent or sarcastic. The teach- 
ers are accustomed to visitation, are anxious to have their work 



The Hackensack Schooi^s. 203 

commented upon and in few cases seemed disturbed with the 
visit. The enunciation of the teacher and the pitch of the voice 
in addressing children were most satisfactory. The children 
showed respect and admiration for their teachers. The latter 
apparently recognized that one's personal attitude toward dress 
and manners has a corresponding effect upon the child. The 
large majority of the teachers showed an excellent command 
of English and in no case was a teacher rated poor in this sub- 
ject. 

The children were in marked degree interested in their work, 
helpful and courteous toward their classmates, and on the most 
friendly terms with the teachers. Very few unruly or indifferent 
children were observed. 

The teacher had, in the large majority of cases, used every 
effort to make the classroom attractive and children were con- 
scious af the part they must play in maintaining neatness in the 
room snd in the class work. 

Discipline is not formal or rigid, but in the case of practically 
all of the teachers, a reasonable degree of freedom is permitted 
in the classroom. There was every indication of growth in the 
power of self-control and in the respect for the rights of others. 
Children worked freely, were conscious of the need for self- 
reliance and yet thoroughly cognizant of the guiding and correct- 
ing influence of the teacher. 

THE KINDS OE TEACHING 

The teaching was far above mechanical and formal levels 
Stimulation of thinking seemed to be as frequently the aim of 
the teacher as merely learning through the drill processes. Les- 
sons for appreciation were met with such frequency that it was 
evident teachers were aware of the values to be secured. One 
whole school had been emphasizing socialized recitations. The 
visitors were frequently surprised at the splendid results that 
were being obtained. 

Teachers were not merely teaching subject matter, but were 
endeavoring to secure many of the other values listed on the 
score sheet as the following checkings indicate : 



204 The Hackensack Schooi^s. 



TEACHING METHODS AND TEACHING CONTROE OBSERVED IN VISITING THE 
HACKENSACK SCHOOLS 

The numbers opposite each item show with what frequency the items were 
checked by judges visiting fifty recitations. 

1. Type oe Lesson 

35 drill 34 thought 12 appreciation 

2. Attention in Principles oe Teaching 

2)^ choice of vital subject matter 
32 good organization of material 
32 motivation from life of children 

17 recognition of relative values 

18 provision for initiative 

12 provision for individual difference 
24 Provision for habit formation 

3. Use of Text-books 

5 absolute reliance upon 
16 as reference books 
16 variety 
26 with discrimination 

4. Preparation 

36 definite plan of procedure 
12 broad scope of questions 
26 definite questions 

10 additional illustrative material 

5. Assignment 

11 utilize child's problem 

3 suggests material for solution of problems 
II allows for pupils' cooperation 

2 by pages or paragraphs 

8 by topics 
14 in a manner to prevent confusion or misunderstanding 

6. Control 

1 artificial restraint 

2 self-imposed restraint 

42 reasonable degree of freedom 
I license 

7. Provision eor Individual Help 

26 discriminative 8 systematic 

THE COURSE OE STUDY 

In Hackensack there are available outlines of the courses of 
study in various forms. The teachers are put in touch with the 
splendid state monographs outlining courses of study in special 
fields and there are also available outlines which have been pre- 
pared by individual teachers or groups of teachers within the 



The Hackknsack Schools. 205 

staff itself. A splendid program is followed with respect to in- 
terpretation of the course of study. It should be recognized 
that for purposes of transfer within the city and transfer to 
other school systems, a certain fundamental adherence to a uni- 
form course of study is desirable. In Hackensack this is appar- 
ently carried to the degree that makes it possible for children to 
transfer from school to school with a minimum of loss. On 
the other hand, teachers are evidently left to make their own 
selections of material and to develop their own school programs 
beyond the point where such uniformity is desirable and essen- 
tial. In fact, the "Teachers' Manual" makes it clear that the 
course of study outlines are furnished merely as guides for the 
teachers. Each teacher understands that these outlines are not 
iron-clad directions, but that they are given merely as a basis 
for her work and that it is her duty to "adapt instruction to the 
needs of pupils." 

That such freedom in the development of the course of study 
and in the selection of materials is utilized to splendid advantage 
by the teachers is evident in the answers given to one of the 
questions on the teacher questionnaire. When teachers were 
asked to indicate the school problems on which they were work- 
ing, many teachers included a problem involving the course of 
study. Such answers as the following appear : 

Work on a course of study for a seventh grade group 

Course of study in mathematics for an academic group 

Course of study in English 

Course of study in 8th Grade civics 

History for the Intermediate — Academic course 

Civics for manual arts pupils 

Course of study for commercial department 

Course in arithmetic 

Experiments in spelling 

Course of study in geography for the manual arts 

Course of study for academic group 

Syllabus for high school economics and American history 

Course of study for clerical students 

Course in mathematics for commercial group 

Course in mathematics for industrial arts 

Organization of social science course 

Revision of European history courses 



2o6 The Hackensack Schools. 

To make course in science and biology appeal to various 

types of boys and girls 
To make courses which prepare for citizenship and also for 

college entrance 
Making a course in commercial English 
Course of study in domestic art 

Apparently every phase of the course of study is being given 
constant attention by the teaching staff. There need be no fear 
in Hackensack but that children will be constantly brought in 
touch with new materials and methods as such are developed 
elsewhere and as the teachers in Hackensack find such materials 
and methods desirable for use in the local school system. In 
many school systems, scissors and paste play the greatest part 
in the making of a course of study. Apparently this is not true in 
Hackensack as one views the course of study outlines. Sane, 
safe judgment has been brought to bear by the teachers upon 
their problems and on the basis of such judgment have the con- 
tributions to the course of study been made. 

THE MEASUREMENT OE THE SUCCESS OF THE COURSE OE STUDY. 

PROGRAM 

The success of a course of study can be measured first in such 
definite quantitive terms as are made possible through the use of 
standard tests and scales. A second means of measuring success 
as boys and girls are passing through school is through an ade- 
quate program of supervision and through the judgment rendered 
by the supervisors on the work that is being done. The Hacken- 
sack faculty have recognized the gain to be secured from the 
application of standard tests. The following quotation from the 
supervising principal's report indicates some of the results se- 
cured and the use made of such results: 

"A very interesting study of the abilities of the chil- 
dren of the Union Street School was made by the prin- 
cipal, Miss Chase. Standard tests of general intelli- 
gence, and ability in arithmetic, spelling and English 
composition were used. The results confirmed the con- 
clusions suggested by all such measurements, that the 
children of any class vary widely in ability and must 



The Hackensack Schools. 207 

be treated as individuals for the best results. Consid- 
erable progress was made in devising methods for teach- 
ing those whose abilities were found to be farthest 
from normal." 
The splendid results recorded for the Hackensack children in 
the tests applied by the Survey Commission indicate that in the 
tool subjects, Hackensack's course of study is such as to enable 
Hackensack children to keep in the van of educational progress. 
The judgments rendered by the Survey Commission on the 
classroom recitations indicate that the allied values that are to be 
secured from a course of study which fits children's needs are 
being obtained to a maximum degree in Hackensack. The culti- 
vation of proper personal habits, the establishment of ideals of 
citizenship and the socialization of children so that they may be- 
come unembarrassed, clear-thinking, active working participants 
in our social life are some of the splendid results that are being 
secured. 

SUPERVISION 

Perhaps in no other phase of educational leadership does a 
superintendent show his professional skill to the degree that it 
becomes evident in the development of the course of study. 
Splendid types of course of study outlines, the large number of 
teachers working on a constructive development of the course 
of study, the present educational organization involving adjust- 
ment of the course of study to the needs of various types of 
children and the splendid success being achieved in classroom 
work in all its phases are, without doubt, due to the professional 
skill of the supervising principal and his staff of principals and 
supervisors. Under this guidance, Hackensack's school system 
will continue to maintain its leadership among the school systems 
of the country. 

THE EDUCATIONAL PROGRAM 

Chart No. 9 shows the opportunities in education that are 
being provided in the public school system. In the elementary 
schools, the kindergarten forms the basis for the training beyond. 

14 H S 



2o8 The Hackensack Schools. 

The first six grades of the elementary school are followed by the 
two years of the intermediate school where the possibility of dif- 
ferentiation in courses of study begins. The program for spe- 
cial classes is being carried to the point where it meets the needs 
of all types of special groups. Evidently as new types of special 
groups are found in large enough numbers, this program will 
take care of their needs. The continuation school program pro- 
vides for those who leave early to go to work. A summer scrool 
program provides for the making up of lost time or for the ad- 
vancement of those who feel it possible to profit by rapid ad- 
vancement. The courses that are offered in the high school are 
of such a nature as to meet the needs of practically all boy, 
and girls. Hackensack's educational program is one which will 
meet satisfactorily every present known test. The specialization 
in classification has resulted in the present splendid arrangement. 
As the school plant makes it possible and the school funds be- 
come available, further specialization in the interest of the in- 
dividual child will no doubt follow. Parents are interested in 
the development of a school system largely because they are in- 
terested in the development of one, two, three or more of their 
own children. Each parent must bear in mind that his child is 
being recognized as an individual problem in Hackensack and 
that the object of the supervisory officers has been to make the 
educational program conform to the needs of the individual child 
as far as money and school plant permitted. 



The Hackknsack Schooi^s. 



209 



CHART No. 9 

OUTLTNK OF EDUCATIONAL PPOGRAM OF TTACKFNSACK 
PUBLIC SCHOOLS 







GRASS TI 



GEAOa T 



GEAD2 IT 



8HA0B HIS 



GSADB II 



ORADB I 



INDUSTRIAL, ARTS DE^PARTME^NT 

It is a commonly accepted principle of all phases of educational 
handwork that the aims and objectives be largely determined and 
administered in the light of local interests and demands. Hack- 
ensack's peculiar industrial and economic situation has a tendency 
to preclude specialized training in any one industry and it is also 
true that the large majority of Hackensack students are absorbed 
by industry in other neighboring cities. Hence it has been the 
policy of Hackensack's school board and supervising principal to 



2IO The Hackensack S'chooIvS. 

adopt the generalized and differentiated course of industrial arts 
rather than a program of specialized technical or vocational train- 
ing. During the past year, this course has been presented by a 
city supervisor ; two wood and metal working instructors and one 
printing instructor at the high school ; and one part and one full 
time instructor for Schools No. i, 2, 3 and 4. During the current 
year, work in the department has been hampered considerably 
through loss by death of one instructor and resignation of two 
others. Under the organization of the last year, the supervisor 
and full time instructor held classes at Schools No. i, 2, 4 and 5 
(annex), being assisted by one of the instructors from the high 
school for one day and also by the part-time instructor. 

The high school industrial course consists of wood and metal 
work and printing, utilizing a large shop for wood and metal and 
a separate room for printing. Schools No. i, 2 and 4 each have 
one or two rooms serving for class, storage, and finishing rooms. 
A 30x50 foot portable has been erected at the rear of School No. 
5, equipped with twelve woodworking benches and one metal 
working bench. This portable serves as a shop for children from 
School No. 3. 

Through the efforts of the industrial arts staff, an excellent 
course of study for Grades 5 to 9, inclusive, has been developed 
on the bases of the past and present day practices and units of 
work already tested and proven of value. The chief objectives 
and aims for the work for Grades 5 and 6 have been stated as fol- 
lows : 

"Provisions for the general development of the chil- 
dren by giving them common experience to meet com- 
mon needs ; bringing the children in contact with actual 
life activities, not to train for school, but rather to sup- 
ply information and knowledge in regard to industry; 
the establishing of right attitudes toward industry and 
the industrial worker; to develop an appreciation of 
how man has converted raw materials into finished 
products in order to supply his needs. 

This work has been developed through working with 
mediums of wood, clay and leather, iron, cement and 
paper. The aims and objectives of work for the junior 
' high school are as follows : 



The Hackensack Schools. 211 

I — The presentation of a variety of typical materials, 
tools and machines, in order that they may find out the 
"how" and "why" of industrial processes. 

2 — The presentation of freedom and choice and va- 
riety of industrial sampling's to thoroughly try out, dis- 
cover and develop any interests and ability for doing 
and managing industrial work, the giving of sufficient 
first-hand information and varied experience through a 
combination of diversified industrial activities and occu- 
pational studies to make social and economic choices of 
life more intelligent when the time for selection comes." 

The work in the high school centering around wood and metal 
and cement work has been developed along purely optional lines. 
Some of the projects completed by the students have consisted of 
household furniture (costumers, taborets, chairs and library 
tables) ; tools (hammers, rivet sets, punches) ; and cement 
vases and walks. It is the policy of the industrial arts department 
to correlate much of the school work with home activities, con- 
siderable emphasis being placed upon repair work. During the 
past year the students have constructed jumping standards, 
pedestals and library racks for the school board. 

RECOMMENDATIONS 

The greatest professional growth can come to a school system 
from,, the active and constant participation on the part of all teach- 
ers in the analysis of curriculum problems and in the development 
of the course of study. It is recommended that this active par- 
ticipation be encouraged on the part of all teachers and that the 
faculty be even further organized to maintain the course of study 
revision which is necessary in any growing school system. The 
teachers must apply the curriculum and it is only as they share in 
the development thereof that they have the feeling that it is their 
own work and that they will carry forward the program that is 
advanced with eagerness and success. 

The course of study in Hackensack will never be a fixed one. 
Modifications must be going on constantly, and as the world pro- 
gresses the curriculum should reflect the changes which take place. 
This has been the local tendency, but should be made such to a 
maximum degree and with the co-operation of all the teachers. 



The Cost of Education 
in Hackensack 



(213) 



CONTENTS. 



Page. 

The Cost of Education in Hackensack, 215 

Current Expenditures for Schools — Fiscal Year 1919-20, 216 

Cost per Pupil in Average Daily Attendance, 218 



TABLES. 

Table. Page. 

I. Population of Hackensack and Thirty Other Cities Used in 

Financial Comparisons, 215-216 

II. Total and Per Capita Current Expenses for Schools in 

Thirty-one Cities for the Fiscal Year 1919-20, 217 

III. Current Expenses for Schools in Fifteen New Jersey Cities 

and New York City — Fiscal Year 1919-1920, 218 

IV. The Ranks of Thirty-one Cities in the Amounts Expended 

for Maintenance of Schools per Pupil in Average Daily 

Attendance — Years 1908-20, 219 

V. The Ranks of Thirty-one Cities in the Amounts Expended for 
Maintenance of Schools per Pupil in Average Daily 

Attendance — Year 1920, 220 

VI. Expenditure for Maintenance of Schools per Pupil in Average 

Daily Attendance in Cities of Group II. — Year 1919-20, . . 221 
VII. Rank of Fifteen Cities of Group II in the Expenditure for 
Maintenance of Schools per Pupil in Average Daily 

Attendance — 1908-20, 222 

VIII. The Expenditure for School Maintenance per Pupil in Average 
Daily Attendance in Hackensack Compared with the 
Median of such Expenditures in Two Groups of Cities, . . 223 
IX. The Bonded Indebtedness and Value of School Buildings for 

Hackensack and the Other Cities of Groups I and II, .... 224 
X. Expenditures per Pupil on Two Unit Bases, 225 

CHARTS. 

Chart. Page. 

I. Comparison of Costs per Pupil per Day on the Basis of Actual 

and Possible Attendance, 226 



(214) 



The Cost of Education in Hackensack 



The amount of money which a community spends for the main- 
tenance of the schools is a good measure of the excellence of the 
educational facilities provided. However, it is not an infallible 
guide, for large sums may be spent and mediocre results obtained. 
Poor management in the expenditure of moneys generously pro- 
vided by the community may result in the failure of the commu- 
nity to get adequate returns for its money. A very thorough sur- 
vey of the actual results being accomplished must go hand in hand 
with a study of the sums of money spent. This section of the sur- 
vey reports the results of a study of the revenues and expendi- 
tures of the Hackensack school district over a period of years and 
a comparison with like data from other cities. 

For purposes of comparison, two groups of cities were selected. 
The first group is a selection of thirty small Eastern cities, com- 
parable in size with Hackensack. The median population of this 
group is 15,057, while the population of Hackensack is 17,667. 

Tabi<e I 

POPULATION OF HACKENSACK AND 30 CITIES USED IN FINANCIAI, COMPARISONS 

Name of City Population Rank 

An.sonia, Conn., 17,643 12 

Asbury Park, N. J., 12,400 24 

Auburn, Me., 16,985 13 

Bloomfield, N. J., 22,019 6 

Bridgeton, N. J., 14,323 20 

Carlisle, Pa., 10,916 26 

Clinton, Mass., 12,927 23 

Concord, N. H., 22,167 5 

Dunkirk, N. Y., 19,336 10 

Englewood, N. J., 11,627 25 

Franklin, Pa., 9,970 28 

Gardner, Mass., 6,971 14 

Glen Falls, N. Y., 16,628 15 

Gloucester, Mass., 22,947 4 

Hackensack, N. /., I7,66y 11 

Hornell, N. Y., 15,025 18 

Landsford, Pa., 9,625 29 

Lebanon, Pa., 24,643 3 

Little Falls, N. Y., 13,029 22 

Marlboro, Mass., 15,028 17 

Millville, N. J., 14,691 19 

(215) 
15 H. S 



21 6 The Hacki;nsack Schooi^s. 

Tabi,e I — (Continued) 

P0PUI,ATI0N OP HACKENSACK AND 30 CITIES USED IN EINANCIAI, COMPARISONS* 

Name of City Population Rank 

Montclair, N. J., 28,810 i 

Olean, N. Y., 20,506 9 

Phoenixville, Pa., 10,484 27 

Plainfield, N. J., 27,700 2 

Rutherford, N. J., 9^497 30 

Saratoga Springs, N. Y., 13,181 21 

Shamokin, Pa., 21,204 8 

Sharon, Pa., 21,747 7 

Tyrone, Pa., 9,084 31 

Weymouth, Mass., 15,057 16 



* These cities will be called cities of Group I in the following pages. 
CURRENT EXPENDITURES EOR SCHOOES ElSCAE YEAR I919-2O 

In Table II are shown for the first group of cities the total 
current expenses for schools, exclusive of capital outlay, and 
the current expenses, for the same period, per capita of total 
population for the school year 1919-20. It is seen from this 
table that Hackensack ranks second in its total expenses for 
schools and third in its per capita for total expenses for this 
particular year. The city which ranks first in this table is 
Montclair, N. J. In the reading of this table, it should be borne 
in mind that the group of cities includes cities chosen at random 
from seven eastern States. Hackensack, like Montclair and 
Englewood, is one of the few cities in this hst which is con- 
fronted with the competition from very large cosmopolitan cen- 
ters. Some of the highest salaries paid in public education are 
being paid by such cities as New York, Newark, Yonkers, Jersey 
City and Montclair. Since the cost of teaching is approximately 
65 to 70 per cent of the total cost of education in the majority 
of these communities, the reason is clear why Hackensack's 
educational budget is high, as compared with the budgets of 
many other communities of the same size. Hackensack is also 
distinctly a residential community, where the homes are high 
grade and where the parents are anxious to secure for their chil- 
dren the very best educational returns possible. It is evident that 
all of these factors have had a very direct bearing upon the cost 
of education in Hackensack. It is not clear that Hackensack 



The Hackensack Schooes. 



217 



will ever be able to reduce its educational budget to the point 
where it will not rank among the foremost of cities of its size 
in the United States. 

TABa II 

TOTAL AND PER CAPITA CURRENT EXPENSES EOR SCHOOLS IN 3 1 CITIES FOR THE 

FISCAL YEAR 1919-20 



NAME OF CITY 



CURRENT EXPENSES 
FOR SCHOOLS 



CURRENT EXPENSES 

FOR SCHOOLS PER 

CAPITA OP TOTAL 

POPULATION 



Amount 



Rank 



Amount 



Rank 



Ansonia, Conn., 

Asbury Park, N. J., 

Auburn, Me., 

Eloomfield, N. J., 

Bridgeton, N. J., 

Carlisle, Pa., 

Clinton, Mass., 

Concord, N. H., 

Dunkirk, N. Y., 

Englewood, N. J., 

Franklin, Pa., 

Gardner, Mass., 

Glens Falls, N. Y., 

Gloucester, Mass., 

Hackensack, N. J., 

Hornell, N. Y., ........ 

Landsford, Pa., 

Lebanon, Pa 

Little Falls, N. Y., 

Marlboro, Mass., 

Millville, N. J., ., 

Montclair, N. J., 

Olean, N. Y., 

Phcenixville, Pa., 

Plainfield, N. J 

Rutherford, N. J 

Saratoga Springs, N. Y., 

Shamokin, Pa., 

Sharon, Pa. 

Tyrone, Pa., 

Weymouth, Mass., 



$199,469.33 

124,710.98 
256,161.64 
114,069.26 

76,487.96 
108,316.82 
235,285.71 
146,283.55 
217,536.58 
103,844.63 
152,598.11 
103,844.63 
296,163.40 
322,392.74 
113,382.68 

71,858.60 
163,56929 

98,614.19 
124,875.00 
144,398.00 
570,677.64 
198,022.00 

69,295.45 
309,419.27 
164,529.98 
102,798.25 
141,886.06 
172,097.64 

80,433-15 
152,394.92 



19 

5 

20 

28 

22 

6 

15 

7 

24 

13 

23 

4 

2 

21 

29 

12 

26 

18 

16 

I 

9 

30 

3 

II 

25 
17 
10 
27 
14 



$11.30 

7-34 

11.63 

7.96 

7.00 

8.34 
10.61 

7.56 
18.70 
10.36 

8.99 

6.24 

12.90 

18.23 

7.54 

7.46 

6.63 

7.56 

8.30 

9.82 

19.80 

9.65 

6.60 

11. 11 
16.53 

7.79 
6.69 
7.91 
8.85 

10. 12 



25 

6 
18 
26 
16 

9 
21.5 

2 

10 
14 
30 

5 

3 
23 
24 
28 
21.5 
17 
12 

I 

13 

29 

8 

4 
20 
27 
19 
15 
II 



When the situation in Hackensack is compared with those 
communities which are confronted with similar economic and 
social problems, there is not as wide a difference between the 
expenditures per capita of total population as there is in the first 



2l8 



The Hackens.'^ck Schooi.s. 



instance. Hackensack ranks third among 15 cities, including 
New York City, in the current expense per capita of total popula- 
tion. It is clear that the fact that the very large majority of chil- 
dren in Hackensack attend public schools is a factor in ranking 
Hackensack towards the top in this list. Cities which out-rank 
Hackensack in the amount paid are the cities of Montclair and 
Englewood. 

Table III 

CURRENT EXPENSES FOR SCHOOLS IN 15 NEW JERSEY CITIES AND NEW YORK CITY — 
FISCAL YEAR 1919-1920 



NAME OF CITY* 


Current Expenses for 
Schools 


Current Expenses per 
Capita for Schools 




Amount Rank 


Amo'unt | Rank 


Asbury Park, 

Bloomfield, 


$256,161.64 
526,212.15 
687,054-23 
217,536.58 
222,392.74 

2,477,248.70 
570,677-64 

4,726,450.38 

65,169,427.98 

641,094,15 

1,253,857-74 
309,419.27 
164,529.98 
940,163.52 


12 
9 
6 

13 

10 

3 

8 

2 

I 

7 

4 

II 

14 

5 


$11.63 
10.37 

7.18 
18.70 
18.23 

8.31 
19.80 
11.41 
11-59 
10.04 

9.22 
II. II 
16.53 

7.88 


5 

9 

14 

2 


East Orange, 

Elizabeth, 


Englewood, 


Hackensack, 

Jersey City, 

Montclair 


3 

12 
I 


Newark, 


7 


New York City, 

Passaic, 


6 
10 


Paterson, 


II 


Plainfield, 


8 


Rutherford, 

Trenton 


4 
13 



These cities will be called cities of Group 11 in the following pages. 



COST PER PUPIIv IN AVERAGE DAIEY ATTENDANCE 

In Table IV appear the ranks of the cities of Group I for each 
of the years from 1908 to 1920 in the cost per pupil in average 
daily attendance. The cost figures for these years were secured 
from the Annual Reports of the United States Commissioner 
of Edr cation, with the exception of the year 1919-20, the data 
for which were secured from The National Committee for 
Chamber of Commerce Co-operation with the Public Schools. 
For the years 1916-17 and 1918-19 and elsewhere where blanks 
are found, the data were not available in either of the two 
sources indicated above. Hackensack's rank among these cities 
varied from 2 to 8 during this period. Plainfield has ranked 
from 2 to 5. The rank of Asbury Park has varied from 2 to 7 



The; Hackensack SchooIvS. 



2IQ 



and Englevvood has maintained a rank of less than 5 in the 
majority of cases for which the data were available. 

Table IV 

THE RANKS OF 3I CiTlES IN THE AMOUNTS EXPENDED FOR MAINTENANCE OF 
SCHOOI.S'PER PUPIL IN AVERAGE DAILY ATTENDANCE — YEARS I908-2O 



Name op City 



Ansonia, Conn., 

Asbury Park, N. J., . . . . 

Auburn, Me., 

Bloomfield, N. J., 

Bridgeton, N. J., 

Carlisle, Pa., 

Clinton, Mass., 

Concord, N. H 

Dunkirk, N. Y., 

Englewood, N. J., 

Franklin, Pa., 

Gardner, Mass., 

Glen rails, N. Y., 

Gloucester, Mass., 

Hackensack, N. J ., .... 

Hornell, N. Y., 

Landsford, Pa., 

Lebanon, Pa., 

Little Falls, N. Y., 

Marlboro, Mass., 

Millville, N. J., 

Montclair, N. J., 

Olean, N. Y., 

Phoenixville, Pa., 

Plainfield, N. J., 

Rutherford, N. J., 

Saratoga Springs, N. Y.,. 

Shamokin, Pa 

Sliaron, Pa 

Tyrone, Pa. 

Weymouth, Mass., 



1909- 
1910 



1910- 
igii 



15 


19 


2 


4 




21 




S 




24 


17 


22 




9 


7 


7 



I9II- 
I9I2 



1912- 

I9I3 



1913- 
1914 



I9I4- 
1915 



6 

19-5 

7 



191S- 
1916 



IS 


I9-S 




2 


4 


5 


10 


1 1 


24 


26 


iS 


25 


20 





I9I7- 
I9I8 



IS 



I9I9- 

1920 



4 

15 

II 

6 

3 

24 

13 

26 

12 

7 

9 



2 


S 


10 


14 


26 


25 


23 


19 

18 


16 





The cost per pupil in average daily attendance for the year 
1920 in these 31 cities of Group I is shown in Table V. The 
cost per pupil in average daily attendance in Hackensack has 
been $98.11 (with third rank) amoung this group of cities. 
Montclair has exceeded Hackensack in the cost per pupil with the 
amount of $109.19. Concord, N. H., ranks second with $103.92. 



220 The Hackknsack Schools. 



Tabi,e V 

THE RANKS OF 31 CITIES IN THE AMOUNTS EXPENDEB FOR MAINTENANCE 0? 
SCHOOI.S PER PUPII. IN AVERAGE DAII,Y ATTENDANCE — YEAR I920 

Name of City Amount Rank 

Ansonia, Conn., $65 . 63 8 

Asbury Park, N. J., 

Auburn, Me., 48.54 21 

Bloomfield, N. J., 

Bridgeton, N. J., 48.87 20 

Carlisle, Pa., 48.47 23 

Clinton, Mass., 63 . 52 10 

Concord, N. H., 103 .92 2 

Dunkirk, N. Y., 54-97 17 

Englewood, N. J., 

Franklin, Pa., 77.6i 4 

Gardner, Mass., 57-89 15 

Glen Falls, N. Y., 63.51 11 

Gloucester, Mass., 70.03 6 

Hackensack, N. J., ' 98.11 j 

Hornell, N. Y., 41 . 96 24 

Landsford, Pa., 61.00 13 

Lebanon, Pa., 40.48 26 

Little Falls, N. Y., 62.13 12 

Marlboro, Mass., 67.39 7 

Millville, N. J., 64.26 9 

Montclair, N. J., 109 .19 i 

Olean, N. Y., 55 . 17 16 

Phoenixville, Pa., 44-53 22 

Plainfield, N. J., 73.47 5 

Rutherford, N. J., 

Saratoga Springs, N. Y., 57-97 14 

Shamokin, Pa., 40. 70 25 

Sharon, Pa., 50. 14 19 

Tyrone, Pa., 5o. 17 18 

Weymouth, Mass., 

If the ratio between average daily attendance and total en- 
rollment in the Hackensack schools were increased, as there 
is every evidence that it can be, the cost per pupil in average 
daily attendance in Hackensack would fall perceptibly. It, how- 
ever, would not fall to a point where Hackensack would rank 
much lower among this particular group of cities. When com- 
pared with the cities of Group II on this item of cost per pupil 
in average daily attendance, Hackensack ranks between Montclair 
and New York City for the cities from which data could be 
secured. 



The Hackensack Schools. 



221 



Table VI 
expenditure; eor maintenance oe scHoor.s per pupil in average daily 

ATTENDANCE IN CITIES OE GROUP II — YEAR I919-20 





en 

CJ 


Pupils 
dance 


pil 

dance 




NAME 0? CITY 


itur 
rent 
Exp 


rof 
age 
tten 


:Pu 

age 
tten 








umbei 
Aver; 
aily A 


ostpei 
Aver; 
aily A 


03 




W^cn 


?^.ap 


O.HQ 


^ 


Asbury Park, N. J., 




2,227 






Bloomfield, N. J., 


'$25'6,i6i.64 


3,265 


"'$78."46" 


""6 


East Orange, N. T. 


526,212.15 


6,705 


78.48 


5 


Elizabeth, N. J., '. 


687,054.23 


11,773 


58.35 


12 


Englewood, N. J., 


217,536.58 


1,979 


109.92 


I 


Hackensack, N. J., 


322,392.00 


3,286 


98.11 


3 


Jersey City, N. J., 


2,477,248.70 


42,932 


56.20 


II 


Montclair, N. J 


570,677.00 


5,226 


109.19 


2 


Newark, N. J., 


4,726,450.38 


64,125 


73.70 


7 


New York City, 


65,169,427.98 


769,095 


■84.73 


4 


Passaic, N. J., 


641,094.15 


9,960 


64.36 


ID 


Paterson, N. J., 


i>2S3,857.74 
309,419.00 








Plainfield, N. J., 


4,211 


73.47 


""s 


Rutherford, N. J 


164,529.00 
940,163.52 








Trenton, N. J., 


13,761 


""68!32' 


9 



When the cities of Group II are ranked on the basis of expendi- 
tures for maintenance per pupil in average daily attendance for 
the years 1908-20, Hadcensack's rank varies from 2 to 10 in 
this table. Plainfield ranks from 2 to 6; Englewood from 2 to 
14; Newark from 2 to 10; New York City from 3 to 8, while 
Montclair keeps first place among this group. 



222 



The Hackcnsack Schooi^. 



Table VII 

RANK OF 15 CITIES OF GROUP II IN THE EXPENDITURE FOR MAINTENANCE OF 
SCHOOI^S PER PUPIL IN AVERAGE DAILY ATTENDANCE — I908-2O 



City 



Asbury Park, 
Bloomfield, . . 
East Orange, 
Elizaibeth, 
Englewood, 
Hackensack, . 
Jersey City, . 
Montclair, 
Newark, . . . . 
New York 
Passaic, . . , 
Paterson, 
Plainfield, 
Rutherford, 
Trenton. . . 



City, 



1908- 
1909 



1909- 
1910 



1910- 
1911 



1911- 
1912 



1912- 
1913 



1913- 
1914 



1914- 
191S 



1915- 
1916 



1917- 
1918 



1919- 
1920 



Where blank spaces are left, data are not available. 

A summarization of the facts covering the costs per pupil 
in average daily attendance is shown in Table VIII, where 
Hackensack's cost on the basis of this unit is compared with 
the median cost in the 31 selective cities of Group I and the 15 
cities of Group II. Hackensack has deemed it necessary to pay 
more than the median cities in each of these two groups. Hacken- 
sack is to be congratulated upon having made this expenditure, 
since good results are evident throughout the school system, as 
reported elsewhere in this study. 



Th-^ Hackensack SchooivS. 



223 



Table VIII 

THE EXPENDITURE EOR SCHOOE MAINTENANCE PER PUPIL IN AVERAGE DAILY ATTEND- 
ANCE IN HACKENSACK COMPARED WITH THE MEDIAN OF SUCH 
EXPENDITURES IN TWO GROUPS OE CITIES — 1908 TO I92O 





GROUP II 


hackensack's 


GROUP I 




Median Cost per 


Cost per 


Median Cost per 


YEAR 


Pupil in Average 


Pupil in Average 


Pupil in Average 




Daily Attendance 


Daily Attendance 


Daily Attendance 


I908-I9O9, 


$43-00 





$30.02 


I9O9-I9IO, 


46.98 




3I-II 


I9IO-I9II, ....... 


46.87 


$45.15 


31-25 


I9II-I9I2, 


47-50 


58.75 


32-54 


I912-I913, 


43-05 


56.87 


33-07 


I9I3-I914, 


52.13 


61.71 


36.36 


I9I4-I9IS 


53-71 


60.68 


38.58 


I9IS-I916, 


56.62 


59-90 


38.21 


I917-I918, 


60.32 


53-06 


43-41 


I919-I92O, 


73.50 


98.11 


59-47 



Supplementary tables, showing the total expenditures for 
maintenance, the number of pupils in average daily attendance, 
and the cost per pupil in average daily attendance for the cities 
of both groups are included in the appendix of this report. 

In Table IX are shown such other financial facts as the 
bonded indebtedness for schools, the value of school buildings, 
the bonded indebtedness per capita, and the bonded indebtedness 
per pupil in average daily attendance. Both groups of cities 
are included in this table. It should be very gratifying for the 
patrons of the schools in Hackensack to know that they have 
furnished school buildings for their children which rank in value 
at the top among the school plants of these cities. The ranks 
of the cities on each of these four items are also included in the 
tables of the appendix. 



224 



The^ Hackensack Schooi^. 



Table IX 

THE BONDED INDEBTEDNESS AND VALUE OE SCHOOL BUILDINGS EOR HACKENSACK 
AND THE OTHER CITIES OF GROUPS I AND II 

(Also' Shown on Unit Basis) 



Name of CiTf 



Ansonia, Conn., . 
Asbury Park, N. J 
Bloomfield, N. J., 
Bridgeton, N. J., 

Carlisle, Pa. 

Clinton, Mass., . . 
Concord, N. H., . 
Dunkirk, N. Y., . 
Englewood, N. J., 
Franklin, Pa., . . 
Gardner, Mass., . 
Glen Falls, N.Y.,. 
Gloucester, Mass., 
Hackensack, N. J., 
Hornell, N. Y., .. 
Landsford, Pa., . . 

Lebanon, Pa 

Little Falls, N. Y, 
Marlboro, Mass., 
Millville, N. J., .. 
Montclair, N. J., 

Clean, N. Y., 

Phoenixville, Pa., 
Plainfield, N. J., . 
Rutherford, N. J., 
Saratoga Sp'gs, N. Y 
Shamokin, Pa., . . 
Sharon, Pa., .... 

Tyrone, Pa 

Weymouth, Mass., 



GROUP II 

Asbury Park, . 
Bloomfield, . . . . 
East Orange, . . 

Elizabeth 

Englewood, .... 
Hackensack, . . . 
Jersey City, . . . 

Montclair, 

Newark, ...... 

New York City, 

Passaic, 

Paterson 

Plainfield, 

Rutherford, . . . 
Trenton, 



Bonded Indebt- 
edness for 
Schools 



Amount Rank 



$25,000 



501,000 

43,200 

94,000 

32,000 

189,000 

167,000 

610,500 

72,000 

178,000 

106,000 

83,000 

706,000 

40,000 

215,000 

323,500 

66,000 

32,000 

166,700 

2,200,000 

295,000 

76,900 

803,000 

294,190 

24,000 

248,200 

256,000 

93,000 



$501,000 



610,500 
706,000 



2,200,000 
10,019,200 



1,208,250 



803,000 

294,190 

2,004,350 



28 



Value School 
Buildings 



Amount Rank 



$300,000 



1,410,000 
300,000 
401,100 
266,33s 

1,000,000 
991,250 

1,117,780 
436,000 
188,000 
400,000 
449,000 

1,765,110 
292,972 
330,000 
827,179 
560,000 



260,000 
2,423.550 



500,000 
1,464,07s 
669,900 
606,665 
750,000 
454,500 
234,000 
381,000 



11,410,000 
2,138,743 
1,588,775 
1,117,780 
1,765,000 
9,163,826 
2,423,550 
9,770,450 



1,943,225 

2,918,000 

1,464,075 

669,900 



21.5 



4 
21.5 
17 
24 

6 

7 

5 
16 
27 
18 
15 

z 
23 



12. 5 
3 



Bonded Indebt- 
edness per 
Capita 



Amount Rank 



$1.42 



2.27 

3.02 

8.58 

2.46 

8.53 

8.64 

52.90 

7-23 

10.50 

6.38 

3-62 

40.00 

2.67 

22.30 

13.13 

5-07 

2.13 

11.30 

76.30 

14.40 

7-33 

29.00 

30.90 

1.82 

II .70 

11.80 



52.90 
40.00 



76.30 
24.18 



29.00 
30.90 
16.80 



28 



26 



Value School 
Buildings per 
Pupil in 
Av. D. A. 



Amount Rank 



128.53 
233.01 
156.21 
441.90 
372.51 



325.62 
71-32 
244.65 
106.15 
536.95 
108.38 
281 .29 
244.72 
315-15 



115.68 
463.66 



321.33 
346.79 



342.14 
213. 16 
132.39 
145-90 



$318 97 
134-95 



536.95 
213.44 
436.66 
152.36 



195-10 
346-79 



7 
23 



Thd Hackensack SchooIvS. 



225 



Another basis for reckoning costs is according to the number 
of possible days' attendance and the total actual days' attend- 
- ance. In Table X, the expenditures per pupil on these two unit 
bases are given. These expenditures show little fluctuation over 
the period 1912 to 1918; the average expense for school main- 
tenance per pupil per day on the basis of the total possible days' 
attendance being between 28 and 29 cents. In 19201 this had in- 
creased to 46 cents. The increase is graphically represented in 
Chart I. This increase has been due to war conditions and has 
occurred in all other phases of economic development. The 
lowering of the costs in 1918 to 26 cents per pupil per day 
of possible days' attendance and to 28 cents per pupil per day 
in actual days' attendance shows that Hackensack's educational 
program was being developed with the idea of keeping the unit 
cost at a reasonably low point. 

Table X 

EXPENDITURES PER PUPII, ON TWO UNIT BASES 



YEAR 





W. 

!-i 

(U 

<" s 

T4 


"tn 

Q 


1 


Expenses for School Mainte- 
nance per Pupil per Day 
on the Basis of Total Pos- 
sible Days' Attendance 


Expenditure for School 
Maintenance per Pupil per 
Day of Total Actual Days' 
Attendance 


1912, 

1913, 

1914, 

1915, 

1916, 

1918, 

1920, 


$154,454 
154,987 
170,432 
179,079 
170,761 
158,015 
322,392 


544,530 
558,693 
558,150 
590,954 

594,577-5 
613,939-5 
699,214-5 


490,274.5 

504,216 

505,459-5 

545,982 

531,239-5 

556,816.5 

621,019.5 

1 




28 

28 

31 
30 
29 
26 
46 




31 
31 
34 
33 

32 
28 

52 



226 



The; Hackensack Schooi^. 



CHART No. I 

COMPARISON OF COSTS PER PUPIL PER DAY ON THE BASIS 
OF ACTUAL AND POSSIBLE ATTENDACE, HACKENSACK 
PUBLIC SCHOOLS, 1921 

CentB 




191£ 



1S14 



1916 



1918 



19£0 



191S 



1915 



1917 



1919 



Legend : 

Solid line : Cost per pupil per day of actual attendance. 
Dotted line : Cost per pupil per day of possible attendance. 

It is clear from these studies of the cost of education in 
Hackensack and in other places that the cost at Hackensack is 
high, but not excessive. It is also clear to the Survey Commis- 
sion that Hackensack is getting adequate returns in educational 
service and in the progress of its school children for every 
dollar vi^hich is being expended on the schools. In order to 



Thej Hackensack SchooivS. 227 

maintain the high standards which now prevail in Hackensack, 
it will be necesary to continue to pay the cost. Good education, 
like other things that are worth while, can only be secured 
through the establishment of high standards and the payment 
for the service which will maintain such high standards. Hacken- 
sack has already realized the need for keeping the standards high 
and has paid the costs, as is evidenced from the preceding tables. 



Hackensack Survey Index. 



Accounting, fiscal, 17, iS. 

Administration, 9, 10, 11. 

Age Grade, distributions, 139, 140, 142. 

Algebra, Hot?, 122-125. 

Arithmetic, Woody tests, 102-113; 
Courtis tests, 113-119; 
Stone test, 1 19-122. 

Attendance, 19; average daily, 133-136; High school graduates at college, 167. 

Auditoriums, school, 66, dy. 

Bathing, 46, 47, 48. 

Llackboards, heights, 54, 55, 56, 57. 

Board of Education, committees, 10, 11. 

Budget, school, 17, 18. 

Buildings, supervision, 14, 15; score card, 2^, 28, 29; scores, 31; comparisons, 
with other cities, 2)'2'\ dates of erection, 2^; size, 38, 39; cleaning, 44; 
lighting, 44, 45 ; value, 224 ; program, 19-22. 

Classes, size, 196-198. 

Classrooms, scores, 4.9; standards, 50; dimensions, 51, 52; seating, 57, 58; 
color scheme. 

Cloakrooms, classrooms, 59. 

Composition, Quality of, 90-97; Nassau County Supplement, 90-92; grade 
scores, 95, 96; comparisons, 97. 

Costs, current expense, 217, 21S; maintenance, 219-224; per pupil unit bases, 
225-227. 

Course of Study, 204-207; success, 206; industrial arts, 209-211. 

Discipline, 204. 

Drinking facilities, 45, 46. 

Electric service, 48. 

Enrollment, school, 133-137; high school, 155-159. 

Expenditures, current, 216-218; per capita, 21S. 

Failures, high school, 163-166. 

Finance administration, 17-1S. 

Fire protection, 42, 43 ; exits, 52 ; escapes, 43. 

Grade Progress records, 143-150. 

Grounds, play, 2>'2r-2)(>. 

Gymnasium's, 65. 

Handv/riting, quality, 85-90 ; scores by grades, 87 ; scores by ages, 88, 89. 

Heating systems, 41, 42. 

High School, enrollment, 155-159; number of graduates, 159-162; elimina- 
tion by courses, 160; individual differences, 162-166; failure by sub- 
jects, 164; pupil load, 166; extra curricular activities, 166, 167; gradu- 
ates attending college, 167. 

Illumination, artificial, 44, 45, 58, 59; natural, 53, 54; standards, 54. 

Indebtedness, bonded, 224. 

Industrial arts department, 209-211. 

Instruction, quality, 200-202; outline for judging quality, 201, 202; kinds, 
203, 204. 

(229) 



230 Inde;x. 

Janitor, rooms, 68, 69 ; service, 14, 15. 

■Laboratories, school, 69. 

Latin, Henmon scores, 125-128. 

Libraries, (^, 67. 

Lighting, artificial, 44, 45, 58, 59; natural, 53, 54. 

Lunch room, 67. 

Manual, school, 17. 

Non-promotions, 151, 152. 

Office, management, 15 ; records, 15, 16, 17 ; rooms, 67, 63. 

Over-age children, 139-143, 148. 

Playground, standards, 2^2; areas per pupil, 2,2,, 34, 35. 

Population comparisons, 215, 216. 

Program, building, 19, 20, 21, 22 ; educational, 207-209. 

Progress, school, 143-149. 

Promotions, double, 151, 152; reasons for non-promotions, 150-153. 

Pupils, distribution by grades, 136; distribution by ages, 137. 

Questionnaire, teachers, 191. 

Reading, silent, 75-85; grade scores, 78, 79; age scores, 80-85. 

Records, reports, 15, 16, 17. 

Salaries, teachers. 173-187. 

Score Card, Strayer-Engelhardt, 28, 29. 

Scores, age; silent reading, 80-85; handwriting, 88-90; spelling, 100-102: 
Courtis Arithmetic, 11 7-1 19; Woody Arithmetic, 112, 113. 

Scores, building, 27-70. 

Scores, grade ; silent reading, 78, 79 ; handwriting, 87, 88 ; spelling, 98, 99 ; 
Courtis Arithmetic, 113-117; Woody Arithmetic, 102-112; Stone 
Arithmetic, 119-121; Algebra, Hotz, 122-125; Latin, Henmon, 125-128. 

Seating, classroom, 57, 58. Sites, school, 34. 

Service systems, 39, 40. Sizes, class, 196-198. 

Showers, school, 48. 

Special rooms, 61 ; standard provisions, 62, 63, 64 ; playrooms, 64. 65 ; audi- 
toriums, 65, 63 ; libraries, 66, 67 ; lunch room, 67 ; officers, 68 ; teachers, 
68; janitors, 68; laboratories, 69. 

Spelling, 97-103 ; age scores, 100-102 ; grade scores, 98, 99. 

Statistics, school, 18. Supervision, 207. 

Structure, 36-39. Supplies, 18. 

Students, non-resident, 162. Tardiness, total cases, 135. 

Teachers, professional training. Growth, 13; resignations, 14; rooms, 68; 
teaching load, 166; size of staff, 171; salaries, 173-181 ; experience, 
181-186; age of teachers, 187-189; training, 174; sources of supply, 
189, 190; degrees and diplomas, 190, 191; teachers reading, 192, 193; 
problems, 194; aids to improvement, 194, 195; difficulties in school 
work, 195, 196; cost of living, 198-200; personality, 202, 203. 

Text-books, 18, 19. 

Toilet facilities, 47, 48. 

Transfers ; age grade, data, 142 ; grade progress data, 143-144. 

Urinals, 48. Water supply, 45, 46. 

Ventilation, 41, 42. Windows, location, 53, 54; area, 53, 54 

Washbowls, number, 47. Withdrawals, 153, 154. 

Washing, bathing, 46, 47. 



